WHITES 


DRAWING 


REVISED 


I VISoN . BCAKnAAN  ® CQ 


'NEW  YORK 
CHICAGO 


155/,  m IVISON,  BIIAKEAAN  A OX 


BOOK  No.  1 


FOR  FIRST  HALF  OF  FIRST  SCHOOL  YEAR 

FOR  TEACHERS 

WHITE’S 

Industrial  Drawing 

REYiSED 

L -L 

IVISON,  BLAKEMAN  Sc  COMPANY 

NEW-YORK  AND  CHICAGO 


NOTE. 


THE  USE  OE  CL  A Y; — The  most  convenient  and  satisfactory  method  of  teachmg 
form  to  very  young  pupils  is  by  the  use  of  clay . Little  children  can  themselves  readily 
make  from  it  almost  any  form  they  study,  and  it  easily  illustrates  nearly  every  step  of  the 
early  work  of  the  course;  it  is  therefore  recommended  in  this  course,  and  directions  for 
moulding  are  given.  Ln  places  where  clay  is  not  readily  obtainable,  or  for  any  reason  its 
introduction  seems  impracticable,  any  substitute  may  be  used  in  its  place.  The  sphere 
and  spherical  solids  are  readily  illustrated  by  comi7ion  fruits,  and  these,  in  the  absence  of 
clay,  should  be  used  for  the  purpose.  The  teacher  may  cut  from  apples,  potatoes,  or  tur- 
nips the  cube,  the  cylinder,  the  pyramid,  cone,  or,  m fact,  almost  any  illustrative  solid 
which  appears  in  these  lessons,  and  such  vegetable  forms  are  hardly  less  valuable  than 
those  made  of  clay.  Bar-soap  may  also  be  used  in  the  same  manner  as  vegetables  in 
teaching  form — soap  having  the  advantage  of  being  comparatively  durable. 

Good  results  can  be  secured  with  paper,  card-board,  or  wood  forms,  if judiciously  used  : 
the  indispensable  essential  being  to  impart  clear  ideas  and  accurate  knowledge,  whatever 
the  method  employed. 


Copyright,  1887,  by  I\ 


u,  Blakeman  & Co.  New-York  and  Chicago. 


i; 

WHITE’S  INDUSTRIAL  DRAWING— REVISED. 

BOOK  NUMBER  ONE. 


® LESSONS  ON  FORM. 

WHY  DRAWING  SHOULD  BE  TAUGHT. 

All  knowledge  depends  upon  perception,  and  perception  upon 
three  senses — sight,  touch,  hearing.  Sight  and  touch  are  depen- 
dent upon  form.  The  study  of  form,  then,  is  one  of  the  most  impor- 
tant factors  in  early  education.  Drawing,  in  all  its  departments, 
deals  with  form,  and  it  is  impossible  to  teach  drawing  as  it  should 
be  taught  without  a constant  reference  to  the  objects  and  forms 
studied. 


•) 


In  the  public  schools,  drawing  should  be  taught  for  the  valu- 
able training  which  it  gives  to  the  eye  and  hand,  and  for  its 
educational  value, — not  for  the  amusement  of  the  pupils,  or  for 
the  production  of  “ pretty  things  ” in  the  forms  of  designs  and 
pictures. 


The  General  Plan  of  the  Work  is  as  follows: 


I,  The  study  of  forms  as  wholes. 

II.  The  analysis  of  forms  and  the  study  of  their  details. 


III.  The  producing  of  new  forms,  or  new  combinations  of  forms. 


The  details  of  for7n  are  taken  up  in  the  following  order  : 

Points,  straight  lines,  angles,  triangles,  squares,  oblongs, 
curved  lines,  circles,  ellipses,  ovals,  compound  and  reversed 
j curves.  Hexagons,  octagons,  pentagons,  spirals. 

In  this  little  book,  which  is  intended  for  the  use  of  teachers 
in  the  lowest  grades,  the  geometric  forms,  sphere,  cube,  and 
cylinder,  and  their  applications,  are  the  only  forms  taken  up; 
and  of  the  details  of  form,  points  and  their  positions,  and  lines. 

The  Objects  of  these  Lessons  are: 

To  lead  pupils  to  see,  to  think,  to  express  what  they  have 
perceived. 

Very  little  should  be  told  to  the  pupils.  Ask  definite  ques- 
tions, which  shall  lead  them  to  think  for  themselves.  Always 
present  the  form  to  be  studied  to  the  pupils,  and  study  it,  not 
study  about  it. 

In  order  to  obtain  the  best  results,  each  pupil  should  be  sup- 
plied with  the  following  articles : 

Materials. 

One  sphere,  i inch  in  diameter. 

One  cube,  i inch  on  a side. 

One  cylinder,  i inch  in  diameter  and  2 inches  long. 


One  dozen  sticks,  i inch  long,  of  each  of  the  three  primary 
colors  — yellow,  red,  and  blue. 

One  dozen  sticks,  i inch  long,  of  each  of  the  three  secondary 
colors  — orange,  green,  and  purple. 

A slate  and  pencil. 

A mass  of  clay  equal  in  size  to  a cube  3 inches  square. 


Care  of  Materials. 

When  not  in  use,  the  materials,  except  the  slates,  should  be 
kept  by  the  teacher  of  the  class;  all  the  clay  in  a mass,  and  the 
other  materials  in  small  boxes. 

It  is  important  to  have  all  the  materials  properly  marked,  and 
so  arranged  that  they  may  be  given  out  to  the  class  without  con- 
suming too  much  time.  Many  ways  of  doing  these  things 
expeditiously  are  already  familiar  to  most  teachers.  The  practice 
of  passing  each  article  separately  to  the  owner  should  not  be 
permitted,  as  it  takes  too  much  time  and  creates  confusion. 

A very  good  way  is  to  have  the  materials  in  small  boxes,  with 
each  pupil’s  name  on  his  box;  to  place  the  boxes  on  the  end  of 
each  line  of  desks  on  one  side  of  the  room  — the  right  side,  for 
instance;  each  pile  should  contain  the  boxes  belonging  to  the 
pupils  in  that  line;  as  the  teacher  counts  one,  the  pupil  on  the 
right-hand  at  the  end  of  each  line  should  lift  the  boxes,  dropping 
the  lower  one,  which  should  be  his  own,  and  place  the  others  in 
front  of  his  next  neighbor;  when  the  teacher  counts  the 
second  pupil  in  each  line  should  lift  the  boxes,  dropping  his  own 
from  the  bottom,  and  pass  them  to  the  third  pupil,  who  should 


proceed  in  the  same  way  as  the  teacher  counts  three,  and  so  on 
to  the  end  of  the  line. 

After  the  lesson,  when  the  boxes  are  to  be  collected,  the  same 
plan  should  be  followed, — thus : beginning  now  on  the  left-hand, 
and  counting  one  for  the  first  pupil  in  each  line  to  put  his  box  on 
the  box  of  his  next  neighbor,  then  two  for  the  second  pupil  to 
put  the  two  boxes  on  the  box  of  the  third  pupil,  etc.  When  the 
boxes  are  all  collected  on  the  right  side  of  the  room  again,  they 
may  be  collected  by  one  pupil,  and  brought  to  the  teacher,  who 
places  them  in  the  closet.  If  kept  in  this  way  in  the  closet,  the 
piles  may  be  placed  on  the  desks  and  counted  back  for  the  next 
lesson  without  any  trouble  of  rearrangement. 

The  slate  pencils  should  be  long,  and  well  pointed ; they  may 
be  passed  to  the  pupils  in  lines  as  described  for  the  boxes.  The 
pencils  belonging  to  each  line  or  row  of  pupils  may  be  kept 
together  by  an  elastic  band ; they  should  be  looked  over  care- 
fully after  each  lesson,  and  sharpened  if  necessary.  One  or  two 
members  of  the  class  should  be  appointed  to  take  care  of  the 
pencils,  under  the  direction  of  the  teacher;  or,  if  the  scholars  are 
very  young,  the  teacher  should  take  charge  of  them. 

The  clay  should  be  kept  in  an  earthen  jar  if  possible;  if  not,  in 
moist  cloths,  and  covered  with  a piece  of  rubber-cloth  or  gossamer. 
When  ready  for  use,  the  clay  has  about  the  consistency  of  new 
putty,  but  is  not  soft  enough  to  be  sticky.  If  the  clay  is  too 
hard  to  use,  let  it  stand  in  water  for  an  hour  or  more,  and  then 
expose  it  to  the  air  for  about  the  same  length  of  time.  If  the 
clay  is  too  moist,  allow  it  to  dry  until  it  is  in  a proper  condition  to 
use.  When  the  clay  is  to  be  used  by  the  class,  take  a mass  of  it  from 
the  jar,  of  such  a size  that  each  pupil  may  have  a piece  about  as 


large  as  his  cube.  Form  the  clay  into  a cubical  mass,  and  cut 
it  into  small  cubes,  as  shown  in 
Figure  i.  Cut  horizontally  first, 
then  make  the  vertical  cuts,  using 
a strong,  fine  string  or  a piece 
of  wire.  Distribute  the  clay, 

=11111  —1  ^uimuffliiDiiiiiuiit: giving  one  piece  to  each  pupil. 

•)  -JULi  When  the  lesson  is  over,  collect 

all  the  forms  modeled,  select 
Fig.  1.  those  to  be  preserved,  and  swedge 

the  others  into  a mass,  ready  for  use  in  the  next  lesson.  If  the 
clay  when  collected  is  quite  moist,  it  may  be  swedged  into  shape 
very  readily  by  throwing  it  upon  a hard  surface  a number  of 
times;  but  if  the  clay  has  become  somewhat  dry,  place  it  in  a 
stout  cloth,  and  let  it  stand  in  water  a few  moments,  then  twisting 
the  cloth  tightly  around  the  clay,  mass  it  in  the  cloth  by  throw- 
ing upon  a hard  surface  as  before. 

With  a little  thoughtful  care,  the  clay  may  be  easily  kept  in  a 
good  condition,  and  the  inconveniences  of  “liquid  clay”  and 
•)  “ lumpy  clay  ” be  avoided. 


LESSONS  ON  THE  SPHERE. 

The  sphere  is  taken  first,  because  it  is  a form  with  which  all 
children  are  familiar,  and  also  because  it  is  the  simplest  of  the 
geometric  forms  to  mould. 

The  steps  in  giving  a lesson  and  the  order  of  taking  them 
should  be  the  same  in  each  lesson  on  form.  They  are  here 
given. 


1.  Introduction. — Awaken  the  interest  of  the  pupils.  Have 
the  attention  of  every  one, — not  by  commanding  it,  but  by  in- 
troducing the  subject  in  such  a way  that  the  attention  will  be 
given  voluntarily.  Make  the  introduction  so  interesting  that 
even  the  dullest  will  be  aroused.  This  may  be  done  by  mak- 
ing use  of  the  pupil’s  previous  knowledge,  his  curiosity,  and  his 
imagination.  In  the  first  lesson  on  the  sphere  the  distribution 
of  the  forms  will  be  sufficient  to  awaken  interest — especially  if 
the  pupils  are  told  not  to  touch  them,  but  to  look  at  them,  and 
see  what  they  can  find  out  about  them,  for  questions  will  soon 
be  asked  about  what  they  can  see. 

2.  Study  of  the  Form. — Ask  the  pupils  what  the  form  is  made 
of,  how  it  looks,  etc.  Take  the  form  in  the  hand.  How  does 
it  feel  ? What  will  it  do  ? and  similar  questions. 

3.  Objects  similar  in  Form. — After  the  form  has  been  studied 
as  above,  ask  pupils  to  find  objects  in  the  room  like  the  form ; 
then  to  think  of  objects  which  they  have  seen  like  it. 

4.  Teaching  the  Name.— When  the  pupils  are  thoroughly 
familiar  with  the  form,  teach  them  its  name,  and  give  them 
practice  in  its  use.  The  term  Sphere  is  hard  to  teach,  because  nine- 
tenths  of  the  pupils  will  call  it  “ spear.”  W rite  on  the  board,  S-fear. 
Have  them  pronounce  S-,  then  “ fear  ”;  then  put  the  two  together, 
first  slowly,  as  S - - fear  — then  S - fear  and  S fear,  or  Sphere. 
Ask  questions  like.  What  have  you  in  your  hand?  (An- 
swer, a sphere.)  What  is  an  orange  shaped  like  ? or.  What  is  a 
ball  shaped  like?  or,  What  is  a marble  shaped  like  ? 

5.  Expression. — To  be  taken  up  in  third  lesson,  by  clay,  and 
later  by  words  and  drawing. 

Fix  these  five  steps  thoroughly  in  mind,  and  follow  them  in 


giving  the  lesson,  and  there  will  be  fewer  dull  boys  in  the  class 
than  usual  during  the  time  for  drawing. 

Section  I. 

LESSONS  FOR  ONE  WEEK. 

Four  Lessons  of  Fifteen  or  Twenty  Mitiutes  each. 

Lesson  1. 

The  Sphere  — Provide  objects  having  the  form  of  the  sphere, 
and  place  in  different  parts  of  the  room.  Distribute  spheres  to 
the  pupils.  If  models  are  not  at  hand  and  cannot  be  obtained, 
marbles  or  balls  will  do.  Proceed  with  the  lesson  as  already 
indicated. 

Lesson  2. 

Review  previous  lesson.  Make  the  lesson  interesting  by 
thinking  of  new  forms  similar  to  the  sphere;  by  thinking  of  all 
the  things  good  to  eat  which  are  like  spheres ; or  of  all  the  largest 
spheres  the  pupils  have  ever  seen ; or  the  smallest. 

Lesson  3. 

Moulding. — (For  hints  on  management  of  clay,  see  page  5.) 
After  the  clay  is  distributed,  review  quickly  the  form  to  be  moulded. 
Then,  taking  the  clay  in  the  left  hand,  push  in  the  corners  with  the 
thumb  of  the  right  hand.  Now,  with  the  hands  open  flat,  roll  the 
clay  between  the  palms,  gently  and  quite  rapidly,  round  and 
round,  until  the  sphere  is  formed.  Test  the  spheres  moulded,  by 
rolling,  by  standing,  by  comparing  with  the  models. 


Collect  the  forms  moulded,'  select  those  which  are  to  be  pre- 
served, and  mass  the  others.  Clean  the  pupils’  hands  if  necessary 
by  using  a large  sponge  or  moistened  cloth. 

Mark  the  spheres  while  moist  with  the  initials  of  the  pupils 
who  made  them,  using  a pin  or  sharp  stick.  Make  the  letters 
small  and  fine. 

Lesson  4. 

Review  the  moulding  of  the  sphere,  striving  to  obtain  better 
spheres  than  before;  then  model  some  object  like  a sphere. 
Select  some  simple  object,  an  apple,  orange,  cherry,  etc.,  and 
have  the  sphere  modified  so  as  to  be  as  near  like  the  form  as 
possible.  Model  the  form  with  the  fingers.  Bits  of  wood,  pegs, 
or  apple  stems  saved  from  the  children’s  lunches  may  be  used 
to  form  the  stems  to  the  apples,  or  toothpicks  for  cherry  stems, 
etc.,  etc.  The  teacher’s  ingenuity  will  help  her  in  these  lessons, 
and  the  little  people  will  be  found  right  willing  to  assist  her  in 
obtaining  material  either  for  models  or  for  accessories  in  these 
form  lessons. 


Figure  2 illustrates  a few  of  the  many  forms  which  may  be 
modeled. 


Section  II. 


LESSONS  ON  .THE  CUBE. 

The  cube  is  studied  next  to  the  sphere,  because  it  is  the  oppo- 
site of  the  sphere,  and  the  details  of  each  are  made  more  promi- 
f)  nent  by  contrast. 

Work  for  One  Week, 

Lesson  1. 

1.  Introduction. — Provide  forms  based  on  the  cube,  and  place 
in  different  parts  of  the  room.  Distribute  cubes  to  pupils.  In- 
terest the  pupils  in  the  new  form,  and  review  sphere  rapidly. 

2.  Study  of  the  Porm. — Ask  questions  similar  to  these:  Of 
what  is  this  model  made  ? How  does  it  look  ? How  does  it 
feel  when  held  in  the  hand  ? What  will  the  block  do  ? Will  it 
roll?  Can  it  slide?  Can  it  be  made  to  slide  without  touching 

•V  it  ? (Yes : on  a book  or  slate  held  obliquely.) 

' 3.  Similar  Objects. — Find  objects  similar  in  the  room.  Think 

of  similar  objects.  There  are  not  so  many  simple  forms  based 
on  the  cube  as  upon  the  sphere,  but  the  pupils  will  think  of  a 
number  quite  readily. 

4.  Teaching  the  ISTame. — Write  the  word  cube  on  the  board, 
and  tell  the  pupils  that  a form  like  the  one  which  they  have  been 
studying  is  called  a cube,  not  a “ cue,”  as  many  will  say.  Be 
careful  to  have  the  pupils  pronounce  the  word  correctly.  Ask 
questions  in  such  a way  as  to  require  the  use  of  the  term  in  the 
answer. 


Lesson  S. 

Review  of  the  cube,  similar  to  the  way  in  which  sphere  was 
reviewed  in  the  second  lesson.  Bring  out  cubes  by  using  more 
than  one  cube  at  a time.  When  the  pupil  mentions  objects  based 
on  the  cube,  make  pictures  of  the  forms  on  the  board. 

If  you  cannot  draw  well,  don’t  be  afraid  to  try.  Any  sketch 
which  hints  at  the  form,  even  if  it  has  but  the  remotest  resem- 
blance to  it,  will  be  found  enough  to  satisfy  the  child.  Children’s 
imaginations  are  powerful,  and  a hint  in  the  right  direction  is 
enough  to  call  to  their  minds  a vivid  picture  of  the  reality. 
Sketches  upon  the  blackboard  by  the  teacher  will  double  the 
interest  in  a lesson.  Compare  with  the  sphere. 

Lesson  3. 

Moulding. — Distribute  clay  and  models  as  for  sphere. 

Review  cube. 

The  cube  is  best  moulded  by  first  forming  a sphere  rapidly, 
and  then,  holding  it  between  the  thumb  and  fingers,  striking  it 
gently  upon  the  slate  three  or  four  times.  Have  the  pupils  do 
this  in  concert.  Turning  it,  strike  the  opposite  side  in  a similar 
manner,  and  so  on  until  the  cube  is  formed.  The  comers  and 
edges  may  be  sharpened  if  necessary  by  drawing  the  clay  out  a 
little  between  the  thumb  and  forefinger. 

Test  the  form  moulded  by  comparing  with  the  model. 

Lesson  4. 

Review  the  moulding  of  the  cube,  as  it  is  more  difficult  to 
obtain  good  results  with  the  cube  than  with  the  sphere.  An 
application  of  the  cube  should  not  be  attempted  until  the  third 
or  fourth  lesson. 


8 

Section  III. 

LESSONS  ON  THE  CUBE.  — Cofi/mued. 

Work  for  One  Week. 

Lesson  1. 

Review  cube  again,  and  mould.  Strive  for  a correct  expres- 
sion of  the  form  by  clay.  This  should  be  a lesson  on  telling  the 
exact  truth.  The  model  has  six  sides  alike,  sharp  edges  and 
corners,  and  the  pupil  is  to  make  one  like  it.  Then,  if  the  edges 
of  this  cube  are  not  sharp  and  the  sides  alike,  it  is  not  a true 
story  about  the  cube.  Let  each  pupil  strive  to  make  the  best 
cube. 

Lesson  2. 


Select  some  simple  application  of  the  cube  (see  Figure  3), 
and  have  the  pupils  mould  a cube;  then  the  application ; mould 
in  concert  as  in  previous  lessons. 


Lesson  3. 


Distribute  the  clay,  and  after  reviewing  the  cube  and  mould- 
ing it,  let  each  pupil  select  some  form  based  upon  the  cube,  and 
mould  it,  without  any  help  from  the  teacher. 

If  the  clay  should  become  dry  before  the  object  is  moulded, 
it  may  be  sprinkled  with  water  to  moisten  it. 


Lesson  4. 

Review.— Give  each  pupil  a sphere  and  a cube.  Have  the 
two  compared.  Ask  some  pupil  to  tell  all  he  can  about  one  or 
the  other.  Place  the  sphere  on  the  cube.  Ask  if  any  objects 
have  been  seen  like  these  two  forms  combined. 

Strive  for  a correct  expression  of  the  forms  by  words. 

Section  IV. 

LESSONS  ON  THE  CYLINDER. 

The  cylinder  combines  the  qualities  of  both  the  sphere  and  the 
cube,  and  for  that  reason  is  taken  next. 

It  is  the  most  difficult  of  the  forms  to  mould. 

Work  for  One  Week. 

Lesson  1. 

1.  Introduction. — Provide  objects  based  on  the  cylinder,  and 
cylinders  of  various  proportions  : As  a lead  pencil,  a sage  box,  a 
pill  box,  and  a lozenge.  Review  the  sphere  and  cube. 

2.  Study  the  Form.— Ask  questions  to  bring  out  the  follow- 
ing : A cylinder  is  round,  with  flat  ends ; it  will  roll  and  stand 
like  a sphere,  and  slide  and  stand  like  a cube. 

3.  Similar  Objects.—  Pupils  find  objects  based  on  the  form  in 
the  room.  Bright  eyes  will  find  many.  Be  careful  to  keep  the 
bright  boy  from  naming  a dozen  of  the  most  evident,  before  the 
dull  boy  finds  one. 

Teaching  the  Name This  term  cylinder  sometimes  proves 

to  be  difficult.  “ Cynilder,”  “ cyndiler,”  and  “clynder”  are 


common. 


To  overcome  this  difficulty,  write  the  word  on  the  board. 
Cyl-in-der,  and  have  each  syllable  pronounced  separately.  Give 
practice  in  the  use  of  the  term,  as  was  before  given  for  sphere 
and  cube. 

Lesson  2. 

Review  the  Cylinder. — In  this  lesson  bring  out  the  term 
cylinders.  Find  objects  formed  of  two  cylinders  united,  as  a 
mallet,  the  elbow  of  the  stove-pipe,  a bottle,  etc.  Find  largest 
cylinder  and  smallest  cylinder,  making  sketches  on  the  board 
to  illustrate. 

Lesson  3. 

Moulding. — Cut  the  clay  into  masses  a little  larger  than 
usual.  Distribute  the  clay  and  the  cylinders.  Review  rapidly. 
Mould  a sphere,  then  change  to  a cylinder  by  rolling  carefully 
on  the  slate  with  the  palm  of  the  hand.  The  flat  ends  are 
obtained  by  striking  the  clay  upon  the  slate  squarely  and  firmly, 
as  the  sides  of  the  cube  were  formed. 

Figure  4 illustrates  the  popular  forms  of  cylinders  during  the  first 
two  or  three  lessons.  A 
form  like  Figure  4,12,  shows 
that  the  clay  was  rolled 
too  hard ; like  c,  not  hard 
enough ; b is  the  usual 
form,and  shows  that  the  clay 
was  rolled  too  much  before 
it  was  struck  upon  the  slate 
to  form  the  ends.  A little 
care,  however,  will  soon 
correct  these  faults,  and  good  results  will  be  obtained. 


a b c 

rig.  4. 


Lesson  4. 

Review  moulding,  each  one  trying  to  make  the  best  cylinder. 

Section  V. 

LESSONS  ON  THE  CYLimER.— Continued. 

Work  for  One  Week. 

Lesson  1. 

Review  Moulding  of  the  Cylinder,  urging  the  little  work- 
ers to  do  even  better  than  in  the  last  good  lesson.  Take  a piece 
of  clay  and  work  with  them,  comparing  your  work  with  theirs. 
If  any  of  them  can  “ do  better  ’n  teacher,”  they  will  be  delighted, 
and  think  all  the  more  of  their  teacher  besides. 


Lesson  2. 

Mould  Applications  of  the  Cylinder Figure  5 illustrates  a 

few  of  the  many  objects  based  upon  the  cylinder. 


Fig.  5. 


Lesson  3. 

Review  Sphere,  Cube,  and  Cylinder,  and  mould  Applica- 
tions of  any  or  all  of  the  Forms,  each  pupil  selecting  a form  to 
mould.  (See  Figure  5.) 


10 

Let  a few  make  a string  of  beads  — each  pupil  making  one 
bead.  Or  a few  others  a croquet  set,  or  a string  of  grapes,  or  a 
basket  of  different  kinds  of  fruit. 

Lesson  4. 

COLOR.  Materials : Circles  of  Colored  Paper,  Colored  Chalk,  or 
Balls  of  Colored  Worsted,  and  the  Colored  Sticks  for  the  Pupils. 
— In  the  color  lessons,  which  will  be  found  through  the  course, 
be  careful  to  teach  a few  things  thoroughly  at  each  lesson.  The 
usual  mistake  is  to  try  to  teach  too  much.  In  this  first  lesson  find 
out  what  the  pupils  know.  Try  white  or  black;  if  these  are 
already  known,  take  red.  Place  some  red  marks  on  the  black- 
board, and  objects  having  the  color  in  different  parts  of  the  room. 

Hold  the  circle  of  red  paper  before  the  pupils,  and  ask  them 
to  notice  its  color.  Tell  them  that  they  must  look  at  it  care- 
fully, for  you  are  going  to  see  if  they  can  remember  its  color. 
Put  the  circle  out  of  sight,  and  hold  up  some  other  object  of  the 
same  color.  Question  the  children  about  it.  Try  it  again  — this 
time  showing  them  two  or  three  other  colors  before  again  showing 
red.  Ask  them  to  find  anything  in  the  room  the  same  color  as 
the  first  circle  they  saw.  Perhaps  they  will  see  the  red  mark  on 
the  blackboard,  the  geranium  blooming  near  the  window,  Jenny’s 
dress,  Harold’s  necktie,  or  the  ribbon  on  Marion’s  hair.  When 
objects  have  this  color  they  are  red;  never  mind  what  shade  of 
red  at  present,  simply  the  comprehensive  term  red  is  to  be  given. 
Strive  now  to  associate  the  color  and  its  name,  by  asking  ques- 
tions which  will  lead  the  pupils  to  make  use  of  the  term  red  in 
expressing  thoughts  about  certain  things. 


Section  VI. 


LESSONS  ON  THE  HEMISPHERE. 

The  three  simple  geometric  forms,  sphere,  cube,  and  cylinder, 
have  now  been  studied.  The  analysis  of  the  forms  comes  next 
in  order.  O 

First,  the  sphere  is  cut  in  two,  thus  forming  hemispheres. 


Work  for  One  Week. 

Lesson  1. 

1.  Introduction. — Provide  objects  similar  to  the  hemisphere, 
and  place  in  different  parts  of  the  room.  With  a large  sphere 
of  clay,  an  apple,  or  if  possible  a wooden  sphere  cut  in  two, 
teach  hemisphere. 

2.  Study  of  the  Form. — By  questions  lead  the  pupils  to  dis-  G 
cover  the  shape  of  the  form : that  one  side  is  flat  and  the  other 
rounding ; that  it  will  roll  on  its  edge,  will  stand  and  slide  on  its 

flat  side,  and  stand  and  rock  on  its  rounding  side ; that  two  of 
them  make  a sphere. 

3.  Objects  Similar. — First  find  similar  forms  in  the  room,  then 
think  of  objects  similar;  then  of  objects  which  might  be  cut  so 
as  to  make  the  form. 

4.  Teaching  the  Ifame. — Give  the  name  Hemisphere.  Tell 
them  that  hemi  means  half,  and  that  hemisphere  is  really  half- 
sphere. Give  practice  in  use  of  term. 


Lesson  2. 

Moulding.  — Distribute  clay  and  spheres.  Review  sphere 
and  mould.  Review  hemi- 
sphere. Distribute  thin,  stiff 
cards,  about  1^x2^  ins.  in 
size,  and  show  the  pupils  how 
to  cut  the  spheres  into  two 
hemispheres.  Place  the  sphere 
in  the  hollow  of  the  left  hand. 
Then  holding  the  card  in  the 
right,  as  shown  in  Figure  6,  cut 
the  sphere  through  the  center. 

Lesson  8. 

Review.—  Mould  the  sphere  and  cut  to  form  the  hemispheres 
as  in  Lesson  2.  Strive  for  accurate  work,  in  both  moulding  and 
cutting. 

Lesson  4. 

MOULDING  APPLICATION  OF  THE 
HEMISPHERE. 

First  mould  sphere  and  cut.  Distribute  two  tooth-picks  to 
each  pupil.  Give  directions  for  making  a ladle. 

Place  a hemisphere  in  the  hollow  of  the  left  hand  with  the 
flat  side  uppermost.  Make  a little  hollow  in  the  flat  side  by 
gently  pressing  the  finger  upon  it  once  or  twice.  Insert  the 
tooth-pick  for  the  handle. 

The  pupils  may  now  make  any  other  application  of  hemi- 
sphere they  may  think  of.  Perhaps  a sunshade,  a toadstool,  a 


11 


little  skillet,  or  a bird’s  nest,  or  nut-shell,  half  a peach  or  half 
an  apple.  This  last  may  be  made  quite  natural  in  appearance 
by  inserting  a real  apple-stem  and  real  seeds. 


LESSONS  ON  DETAILS  OF  FORM. 

Thus  far  forms  have  been  studied  as  wholes.  These  forms  are 
now  analyzed  and  their  details  studied.  Forms  are  analyzed 
and  their  details  studied  in  the  following  order ; surfaces,  faces, 
edges,  corners. 

for  One  Week. 

Order  of  lesson  in  Analysis : 

1 . Review  of  form  to  be  analyzed. 

2.  Call  attention  to  the  different  parts,  and  especially  to  that 
detail  to  be  studied  during  the  present  lesson.  Observe  by  eye 
and  hand.  Ask  questions  concerning  it,  so  as  to  bring  out  its 
characteristics. 

3.  Study  from  other  forms  and  objects. 

4.  Give  name  or  term. 

5.  Give  practice  in  use  of  the  new  word. 


13 

Lesson  1. 

A SURFACE. 

1.  Review  sphere,  cube,  and  cylinder. 

2.  Placing  the  hand  on  the  sphere,  ask.  What  am  I touching? 
What  part  of  the  sphere  am  I touching?  (The  outside.)  Touch 
the  outside  of  the  cube,  the  cylinder,  etc.  How  does  the  outside 
of  these  forms  feel  ? What  can  you  do  to  the  outside  with  your 
hand  ? (Rub  it,  touch  it,  or  move  the  hand  over  it.) 

3.  Find  anything  else  over  which  the  hand  may  be  moved. 
(The  desk,  slate,  chair,  blackboard,  wall,  book,  etc.,  etc.) 

4.  Anything  upon  which  the  hand  may  be  moved  is  called  a 
surface.  Teach  the  term,  being  careful  to  obtain  a correct  pro- 
nunciation. 

5.  Ask  questions  in  the  answering  of  which  the  pupils  must 
make  use  of  the  new  word.  For  instance : When  I move  my 
hand  on  the  blackboard,  what  do  I touch  ? On  the  book  ? etc. 
A sphere  has  one  surface ; a hemisphere  two ; a cylinder  three ; 
a half  cylinder  four;  a square  pyramid  five,  etc. 


Lesson  2. 

1.  Review  surface. 

2.  Using  various  forms,  as  the  sphere,  a book,  an  apple,  and 
a box.  Bring  out  the  fact  that  the  fingers  move  along  one  sur- 
face, or  back  and  forth  upon  it,  while  on  another  they  move 
around.  For  instance:  The  fingers  move  along  on  the  surface 
of  a slate,  but  around  on  that  of  an  apple. 

3.  Find  these  two  kinds  of  surfaces  in  the  room. 


4.  A surface  upon  which  the  fingers  move  along,  a flat  sur- 
face, is  a plane  surface ; a surface  upon  which  the  fingers  move 
around,  a surface  which  bends,  is  a curved  surface. 

5.  Question  the  pupils  as  to  various  surfaces  so  as  to  require 
the  use  of  the  terms  often. 

Find  largest  or  the  smallest  plane  surface  and  curved  surface 
in  the  room. 


Lesson  3. 

MOULDING  OF  SURFACES. 

Distribute  two  pieces  of  clay  and  one  card  to  each  pupil, 
using  one  piece  of  clay.  Mould  a sphere.  Study  its  surface. 
With  the  card,  cut  the  sphere.  How  many  surfaces  has  the 
hemisphere  ? What  kind  are 
they  ? etc.  With  the  other 
piece  of  clay  mould  a cylinder. 

Study  it  as  to  its  surfaces.  Cut 
lengthwise.  Study  each  half. 

Using  the  clay  in  one  hemi- 
sphere, the  card  and  the  clay  in  Fig.'Y. 

one  half  cylinder,  construct  the  “ little  bridge  ” shown  in  Figure  7. 

How  many  curved  surfaces  has  it  ? 

Other  similar  exercises  may  be  given. 

Lesson  4. 

Color. — Review  black,  white,  and  red;  then  study  yellow  as 
red  was  studied.  (See  Section  V.,  Lesson  4.) 


Section  VIII. 

LESSONS  ON  THE  DETAILS  OF  FORM. 

Face.  — After  much  careful  thought  and  study,  it  has 
been  thought  advisable  to  teach as  simply  “the  plane  surface 
of  a solid.”  Any  other  definition  is  perplexing  to  young  children. 

Work  for  One  Week. 

^ Lesson  1. 

1.  Review  plane  and  curved  surface. 

2.  Notice  that  when  a sphere  is  held  in  the  hand  in  one  posi- 
tion, it  is  impossible  to  see  where  the  surface  stops,  or  to  see 
the  whole  of  the  surface  at  once ; the  same  with  the  curved  sur- 
face of  a cylinder.  When  a cube  is  held  in  the  hand,  the  whole 
of  one  side  may  be  seen,  and  the  surface  is  smooth  and  flat. 

3.  Find  other  plane  surfaces,  of  which  the  whole  may  be  seen 
at  once. 

4.  The  plane  surface  of  any  form  when  completely  visible  is 
called  a face. 

5.  Find  faces,  and  use  the  new  word  in  both  questions  and 
%)  answers. 

A sphere  has  no  face;  a cylinder  has  two  faces  and  a curved 
surface,  a cube  has  six  faces,  etc. 

Lesson  2. 

As  the  new  term  face  may  be  found  somewhat  difficult  for  the 
pupils  to  remember,  in  this  lesson  review  the  subject  carefully, 
cutting  a slice  from  an  apple  to  form  a face,  or  dropping  a 
sphere  of  clay  upon  a flat  surface  to  form  a face.  Make  sketches 
on  the  board  of  the  various  faces  found  by  the  pupils, — long 
faces,  wide  faces,  round  faces,  etc. 


13 


Lesson  3. 

Distribute  the  clay.  Review  face.  Ask  the  pupils  to  mould 
any  object  they  can  think  of  which  has  a face.  Make  the  repre- 
sentation of  the  objects  as  natural  as  possible. 

Lesson  4. 

Color.  — Review  red  and  yellow,  and  take  blue,  teaching  it 
in  the  same  manner  in  which  red  and  yellow  have  been  taught. 
(See  Section  V.,  Lesson  4.) 

Section  IX. 

LESSONS  ON  DETAILS  OF  FORM. 

Edge. 

Work  for  One  Week. 

Lesson  1. 

1.  Review  plane  and  curved  surface  and  face. 

2.  Place  a cylinder  upon  a book,  and  inclining  the  book  a little, 
let  the  cylinder  roll  off  the  book  and  drop  into  the  hand.  Ask,  What 
made  the  cylinder  drop  ? (Probable  answer— “ It  rolled  off”) 

Place  a cube  upon  the  book  and  push  it  off;  then  let  it  slide 
off,  asking  each  time.  What  caused  it  to  drop  off?  When  the 
cylinder  is  rolled,  why  does  it  not  keep  right  on  rolling  and  not 
drop  ? Ask  such  and  similar  questions,  to  bring  out  the  fact 
that  the  surface  stops,  thus  causing  the  objects  to  fall. 

3.  Find  other  places  in  the  room  where  surfaces  stop. 

4.  Where  a surface  stops,  an  edge  is  formed. 

5.  Give  practice  in  the  use  of  the  new  word,  and  notice  that 
every  edge  is  formed  by  the  stopping  of  one  surface  and  in  most 
cases  by  the  beginning  of  another. 


14 

Lesson  2. 

Review  lesson  one,  and  by  questions  and  illustrations  bring 
out  the  difference  between  straight  and  curved  edges.  Notice 
that  two  plane  surfaces  coming  together  form  a straight  edge ; 
that  a plane  and  a curved  surface  coming  together  form  a 
curved  edge;  two  curved  surfaces,  a curved  edge,  etc. 

Lesson  3. 

Review,  finding  long  and  short,  straight  and  curved  edges, 
edges  with  long  curves,  short  curves,  etc. 

Lesson  4. 

Color.  — Review  the  three  colors  studied,  red,  yellow,  and 
blue,  and  have  the  pupils  use  their  colored  sticks,  arranging  all 
the  red  in  a row,  all  the  yellow,  all  the  blue.  Make  a row, 
using  first  a red,  then  a yellow,  then  a blue  stick,  then  a red, 
and  so  on. 

Give  other  exercises  similar. 

Section  X. 

LESSONS  ON  ANALYSIS  OF  FORM. 

Corner  and  Its  Picture,  a Point. 
for  One  Week. 

Lesson  1. 

I.  Review  edges. 

2 Using  a book  or  box  cover  to  illustrate,  question  pupils  as 
to  its  edges.  Have  them  move  their  fingers  along  two  adjacent 


edges  until  they  meet.  Notice  where  the  edges  run  into  each 
other  or  meet. 

3.  Find  edges  in  the  room  which  meet.  Find  edges  which 
run  into  surfaces  and  stop ; and  by  questions  lead  pupils  to  dis- 
cover that  a comer  is  formed  where  two  or  more  edges  meet. 

4.  Teach  the  new  term  corner. 

5.  Use  the  word  in  questions  and  answers.  ^ 

Lesson  2. 

Review  corner  and  teach  the  drawing  of  the  corner. 

Select  some  corner  in  the  room  and  tell  the  pupils  that  you 
will  make  a picture  of  it  upon  the  board. 

Place  upon  the  board  as  its  picture  simply  a pomt  or  dot. 

If  any  lines  are  drawn  you  have  more  than  a picture  of  the  cor- 
ner, for  portions  of  the  sides  have  been  drawn. 

Ask  some  pupil  to  make  a picture  of  a corner  upon  the  black- 
board— not  a picture  of  any  comer,  but  of  some  particular  cor- 
ner. Ask  others  to  make  similar  pictures  of  comers. 

In  the  first  work  of  the  little  people,  six  kinds  of  dots,  illus- 
trated  in  Figure  8,  will  proba-  r — ' 1 

bly  be  found.  Say  little  about  | O + i ’ 1 

it,  however,  during  this  lesson;  Fig.  8. 

simply  keep  the  little  mind  occupied  with  one  fact, — that  a 
point  is  the  picture  of  a corner. 

Lesson  3. 

Review,  making  points,  pictures  of  corners.  Make  a number 
of  such  pictures  on  the  board.  Ask  the  pupils  to  make  one  on 


their  slates.  Pass  through  the  aisles  and  notice  the  various  kinds 
of  dots.  Ask  how  many  points  are  upon  the  blackboard.  How 
many  kinds  of  points?  (Only  one  kind.)  Tell  them  that  you 
have  found  two  or  three  kinds,  and  draw  the  different  kinds  on 
the  board.  Show  them  why  some  are  wrong  and  others  right. 
Teach  them  how  to  make  the  best  points — small,  like  the  last  in 
Figure  8. 


Lesson  4. 

Color. — Review  the  three  colors,  red,  yellow,  and  blue,  making 
sketches  of  simple  objects  upon  the  board  and  allowing  the  pu- 
pils to  color  them  with  the  three  colors. 

Give  the  term  Primary.  These  colors  are  called  primary  be- 
cause no  other  colors  can  be  mixed  so  as  to  make  any  one  of 
them.  Illustrate  Vvhat  is  meant  by  mixing  colors,  in  the  follow- 
ing manner:  With  a yellow  crayon  make  a number  of  heavy 
marks  close  together  upon  the  blackboard ; close  to  these  make 
a number  of  blue  marks;  with  the  finger  blend  them  together  by 
0)  rubbing  gently.  A green  will  be  the  result.  So,  green  is  made 
of  two  colors — blue  and  yellow.  Red  or  yellow  or  blue  can- 
not be  made  in  any  such  way,  so  they  are  first  or  primary  colors. 

Ask  questions  about  different  objects,  having  one  or  more  of 
these  three  colors  upon  them,  in  such  a manner  that  the  term 
Primary  Color  maybe  used,  and  the  children  become  familiar 
with  it.  Continue  until  the  three  primary  colors  are  known  at 
sight  and  the  meaning  of  primary,  with  reference  to  color,  under- 
stood, as  the  meaning  of  primary  is  understood  when  it  refers  to 
schools. 


16 

Section  XI. 

LESSONS  ON  POSITION  OF  POINTS. 

Work  for  One  Week. 

First  teach  simply  the  positions  without  having  pupils  make 
points. 

Lesson  1. 

Slates  upon  the  desk,  with  long  edges  parallel  to  long  edges 
of  the  desk.  All  sit  up  straight.  Hold  up  the  right  hand.  (The 
teacher  being  careful  to  hold  up  her  left,  because  what  is  right 
to  her  appears  to  be  left  to  the  little  eyes  in  front.)  Now,  can  every- 
body do  like  this?  (Figure  9,  pointing  straight  up  with 
the  forefinger.)  Now,  all  together,  put  the  finger  down 
on  the  middle  of  the  slate.  See  that  every  finger  is  in 
the  right  place.  All  hands  up  again ; now,  all  together, 
finger  on  the  middle  of  the  slate.  Practice  this  until 
perfect  unison  is  obtained.  Now,  move  the  finger 
from  the  middle  or  center  to  the  top  of  slate.  Then 
center,  top,  bottom,  top,  bottom,  center,  bottom,  center, 
top,  etc. ; first  slowly,  then  more  rapidly.  Try  it  upon 
the  top  of  the  desk  or  upon  a book  — for  variety. 

Lesson  2. 

Review  center,  top,  and  bottom,  and  add  left  side  and  right 
side,  having  pupils  work  in  perfect  unison.  It  may  be  necessary 
to  call  the  pupils’  attention  to  the  fact  that  the  left  is  toward  the 
v^indow  and  the  right  toward  the  blackboard  or  some  such  local 
objects,  to  fix  in  their  minds  which  is  left  and  which  right. 


16 

Lessou  3. 

Review  the  five  positions,  skipping  about,  going  first  slowly, 
then  more  rapidly.  In  this  lesson  turn  the  slate  with  the  short 
edge  toward  the  top,  so  that  the  pupils  will  know  that  its  posi- 
tion upon  the  desk  makes  no  difference;  that  top  means  farthest 
away,  and  bottom  nearest ; and  that  left  and  right  are  positions 
relative  to  themselves,  and  not  to  the  slate  or  book. 

Lesson  4. 

Review  the  same,  being  careful  to  have  the  fingers  find  the 
middle  of  the  top,  7niddle  of  the  left  side,  etc.  Review  often. 


Section  XII. 

LESSONS  ON  POSITION  OF  YOmU^.— Continued. 

At  this  stage  of  the  work  the  use  of  “ men  ” will  be  found  of 
great  assistance  in  teaching  positions,  etc.  By  “men”  are  meant 
pieces  of  wood  about  the  size  or  shape  of  “ roll  lozenges,”  or 
buttons,  or  kernels  of  Indian  corn.  Each  pupil  should  have 
twelve  “men.”  These  will  be  found  not  only  useful,  but  in- 
tensely interesting  to  the  children;  for  they  are  now  flies,  now 
frogs,  or  trees,  or  boys,  or  soldiers,  as  the  teacher  suggests. 

Work  for  One  Week. 

Lesson  1. 

Review  center,  middle  Of  top,  middle  of  bottom,  middle  of  left 


I side,  middle  of  right  side,  using  “ men.”  Make  the  lessons  inter- 
esting. For  instance : We  will  play  that  the  slate  is  our  field  and 
the  frame  the  fence  around  it,  and  in  the  field  we  are  going  to 
set  out  some  trees.  We  must  have  them  in  just  the  right  place 
every  time.  Each  tree  must  be  set  out  right  the  first  time,  be- 
cause we  can’t  set  out  the  same  tree  twice,  very  well.  Now,  see 
who  will  have  the  best-looking  field.  First  tree  in  center  of  field, 
next  middle  of  left  side  close  to  the  fence,  middle  of  right,  etc. 
The  teacher  will  readily  think  of  many  similar  ways  of  making 
the  lessons  enjoyable.  We  remember  longest  what  we  learn  with 
pleasure. 


Lesson  2. 

Review  rapidly  the  five  positions  already  studied,  and  add 
upper  right  corner  and  lower  right  comer.  Holding  a slate  be- 
fore the  pupils,  place  your  forefinger  on  the  right  side  of  the 
form;  ask — Where  is  my  finger  now?  (Ans. — “Right  side.”)  Now 
moving  it  up  to  the  top  of  the  right  side,  ask — Where  now? 
(Probable  answer — “At  the  corner.”)  Which  corner  ? (Probable 
answer  — “ Right  corner.”)  Moving  the  finger  to  the  lower  right 
corner,  ask.  But  isn’t  this  a right  comer  too?  (“Yes.”)  Moving 
the  finger  to  the  top  again,  ask  — Then  if  both  are  right  corners, 
which  right  corner  shall  we  call  this?  (Ans. — “ Top  right  comer, 
or  upper  right  comer.”)  Right ; and  this  ? moving  the  finger  to 
lower  right  corner.  (Bottom  right  corner,  or  “ downer  ” right 
corner,  or  lower  right  corner.)  Ask  pupils  to  point  to  the  different 
positions  in  concert,  skipping  about  from  one  position  to  another, 
so  as  to  require  the  greatest  amount  of  thought. 


Lesson  3. 

Review  last  lesson  and  in  a similar  manner  teach  upper  left 
and  lower  left  corners.  Use  the  “ men.” 


Lesson  4. 

^ Review  all  the  positions,  first  having  the  pupils  point  to 
them  in  unison,  then  placing  “ men  ” according  to  directions, — 
sometimes  using  the  nine  “men”  for  the  nine  positions,  then 
dictating  two  or  three  of  the  positions  only,  so  that  there  is 
a chance  for  a misplacement  of  the  “men”;  or,  set  out  all  the 
nine  trees  and  have  two  or  three  of  them  die,  and  so  that  they 
must  be  dug  up. 


Section  XIII. 

LESSONS  ON  BISECTING. 

1^)  Bisecting  is  cutting  in  two  equal  parts.  Teach  by  cutting  strips 
of  paper,  by  breaking  splints,  by  using  pupils,  etc.,  etc. 

Work  for  One  Week. 

Lesson  1. 

Ask  Johnny,  who  sits  in  the  first  front  seat,  to  stand  in  front 
of  his  desk,  and  Jimmy,  who  sits  in  the  last  front  seat,  to  stand 
in  front  of  his.  Ask  if  there  is  a boy  in  the  room  who  thinks  he 
can  stand  just  in  the  middle  between  Johnny  and  Jimmy.  So  out 


17 


comes  Sam,  and  stands  proudly  up  in  the  middle.  Is  he  just 
in  the  middle  ? Let’s  see.  Have  a long  string  and  ask  some 
smart  fellow  to  help  measure.  Measure  from  the  top  of  Jimmy’s 
head  to  the  top  of  Sam’s,  and  then  from  the  top  of  Sam’s  to 
the  top  of  Johnny’s.  Do  they  measure  just  alike  ? 

Try  the  girls  the  same  way.  Now  we  will  play  that  the  slate 
is  the  floor.  Select  one  piece  of  com  or  one  “ man  ” for 
Johnny,— he  came  first,— and  put  him  at  the  left  side;  now 
one  for  Jimmy,  at  the  right  side.  Now  be  careful  to  put  Sam 
half-way  between  so  that  they  will  measure  just  right. 

This  is  bisecting.  When  we  divide  a distance  into  two  parts 
just  alike,  we  bisect  it  — not  “bi-set.”  Teach  the  word  coi 
rectly. 


Lesson  S. 

Review.  This  time,  perhaps,  sketching  on  the  board,  two  birds 
on  the  telegraph  wire  and  another  to  bisect  the  distance  between 
them,  or  two  boys  on  a fence,  and  a third  to  bisect,  having  the 
children  follow  upon  their  slates,  using  the  “ men  ” to  represent 
the  birds  or  the  boys  or  the  trees  or  whatever  the  lesson  is 
about. 


Lesson  3. 

Review.  This  time,  after  the  “ men  ” have  been  placed  in 
position,  lift  each  up  a little  and  place  a point  on  the  slate  just 
under  it,  then  remove  the  “ man  ” entirely.  The  point  must  be 
made  but  once — no  erasing. 


18 


Take  special  care  to  have 
the  points  very 
small.  Figure  lo 
shows  position  of 
hand  and  pencil 
while  making  a 
point.  Figure  II 
shows  a little 
point  “ with  a 
fence  around  it” 
or  a little  ring 
around  it  to 
Fig.  10.  make  its  position 

on  the  slate  more  evident.  Make  the  points  small  and  the 
little  rings  round. 


Section  XIV. 

Lessons  for  Otie  Week. 

Lesson  1. 

Review  sphere,  cube,  and  cylinder,  and  mould  applications  of 
the  forms.  Allow  each  pupil  to  select  his  own  form  to  mould 
and  his  own  application. 

Lesson  2. 

Color. — Review  the  primaries  and  teach  orange.  The  best 
way  to  teach  orange  is  to  make  the  color  before  them.  Take 


a lump  of  gamboge,  ivhich  may  be  obtained  at  any  apothecary’s 
for  a cent  or  two,  and  dissolve  it  in  water;  it  will  form  a beauti- 
fully yellow  color.  Have  this  in  two  clear  glasses  upon  the  desk ; 
pour  into  one  some  red  ink,  stirring  it  -with  a stick;  add  a little 
red  at  a time  until  a brilliant  orange  is  formed.  Compare  this 
color  with  the  yellow  in  the  other  glass  and  with  the  red  in  the 
bottle.  Find  colors  in  the  room  similar  to  the  color  just  made, 
and  give  the  name  orange  — a secondary  color  — so  called  be- 
cause it  is  made  from  two  first  or  primary  colors. 


Lesson  3. 

Review  surface,  edge,  and  corner,  points  and  bisecting, — plac- 
ing points  on  slates,  and  bisecting  distances  between  points. 

Mark  the  slates  — a star  for  perfect,  i for  good,  2 for  fair,  and 
3 for  wrong. 


Lesson  4. 

Color. — Review  the  three  primaries  and  orange.  Teach  green 
and  purple  as  orange  was  taught ; i.  e.,  by  producing  the  colors 
before  the  pupils.  For  the  primary  blue  use  Prussian  blue,  or 
if  that  cannot  be  had  use  bluing,  sometimes  used  in  rinsing  water. 

Blue  and  yellow  make  green,  and  blue  and  red  make  purple 
or  violet.  Use  colored  paper  and  colored  crayons  in  trying  the 
various  colors,  to  see  if  the  pupils  can  associate  the  names  with 
the  proper  colors.  Review  often. 


Section  XV. 


LESSONS  ON  THE  JUDGMENT  OF  DISTANCES. 


The  power  to  judge  distances  accurately  is  exceedingly  valua- 
ble to  any  person.  In  the  drawing-books  of  this  series  no  guide- 
points  are  given,  so  that  the  ability  to  judge  short  distances 
A accurately  is  absolutely  necessary.  One  inch  is  taken  for 
^ the  standard  at  first. 


Work  for  One  Week. 

Lesson  1. 

Teaching  “Inch.” 

Distribute  the  cubes.  Fit  a cube 
into  a comer  of  the  slate  as  shown  in 
Figure  12.  Take  a pencil  and  place  a 
point  at  the  comer  “out  in  the  slate”; 
i.  e.,  one  inch  from  the  frame  at  the  top 
and  side, — usually  called  one  inch  from 
12.  comer. 

Make  a similar  point  at  each  comer  of  the  slate.  Review. 


Lesson  2. 


Place  the  cube  on  the  upper  left-hand  corner  of  the  desk  and 
don’t  touch  it  again  until  permission  to  do  so  is  given.  Look  at 


19 


the  cube  carefully  and  try  to  fix  in  mind  just  how  far  it  is  from 
one  of  its  corners  to  another. 

Place  a point  one  inch  from  the  corner  of  the  slate  as  in  last 
lesson,  but  “ guess  at  it  ” — do  it  by  judgment;  don’t  measure. 
Review. 


Lesson  3.. 

Same  again.  The  teacher  working  with  the  pupils  and  en- 
couraging them. 

Strive  to  place  the  points  accurately  the  first  time.  Allow 
no  erasing  whatever.  Put  the  little  rings  around  the  points. 
The  teacher  to  rank  the  work  after  the  lesson. 


Lesson  4. 

Color. — Review  of  the  primary  and  secondary  colors,  using 
the  sticks.  Figure  13  illustrates  one  method  of  using  the  sticks. 
Place,  for  instance,  the  yel- 
low stick  upon  the  desk  and 
near  it  the  blue.  The  pri- 
maries yellow  and  blue 
united  form  green.  Then 
a green  stick  is  laid  across 
them.  Same  with  other  col-  Fig.  13.  Fig.  14. 

ors.  Figure  14  illustrates  a similar  arrangement,  using  colored 
paper  triangles  instead  of  sticks  — the  two  slanting  primaries 
forming  the  lower  secondary. 

The  teacher  will  think  of  a number  of  similar  exercises. 


Section  XVI. 

LESSONS  ON  LINES. 

Lines  are  pictures  of  edges.  As  edges  go  from  one  corner  to 
another,  so  lines  go  from  one  point  to  another. 

Work  for  Ofie  Week. 

Lesson  1. 

Review  edge,  corner,  and  point,  and  teach  line,  the  picture  of 
an  edge.  Select  some  object  — a book,  perhaps;  ask  a pupil  to 
come  to  the  board  and  make  a picture  of  one  corner ; call  an- 
other to  make  a picture  of  another  comer.  Question  tne  pupils 
about  the  edge  between  these  two  corners,  its  direction,  etc.  Ask 
them  the  easiest  way  to  make  a picture  of  the  edge,  now  that 
they  have  the  two  corners  drawn.  Ask  some  one  to  come  to  the 
board  and  draw  the  line  connecting  the  points.  Others  draw 
similar  lines. 


Lesson  2. 

Review  last  lesson  on  the  slates,  using  the  cubes;  place  points 
one  inch  apart, — pictures  of  two  comers  of  the  cube,  then  draw 
a line  connecting  the  two  points ; draw  other  edges  of  the  cube 
in  a similar  manner;  no  erasing  or  ruling  allowed. 

Lesson  3. 

Review  of  drawing  lines.— Figure  15  illustrates  the  quality  of 
line  for  which  to  strive.  The  points  in  the  first  are  too  large. 


In  the  second  the  pupil  did  what  was  * — * 

required  of  him,  viz.,  to  make  the  points  

very  small, — to  start  at  the  left  side  and  rig.  15. 

draw  without  stopping  to  the  right— freehand  and  no  erasing. 
This  perhaps  is  the  best  line  he  can  draw  at  present,  but  never 
mind;  he  made  it  right,  and  the  quality  v/ill  improve  with  practice. 
His  mind  thought  right,  and  his  hand  will  soon  do  right. 

Lesson  4. 

DICTATION  LESSON. 

Place  a point  in  center  of  slate.  Place  a point  one  inch  from 
the  top  of  the  slate.  Draw  a line  from  one  point  to  the  other. 
Place  a point  one  inch  from  the  bottom  of  the  slate.  Draw  a 
line  from  the  middle  point  to  the  bottom.  Place  a point  one 
inch  from  the  left  side  of  the  slate.  Place  a point  one  inch  from 
the  right  side  of  the  slate.  Draw  a line  from  the  left  point  to  the 
right.  Result— a cross. 

Give  such  simple  exercises  as  the  above,  simply  giving  all 
directions  with  no  help  by  sketches  on  the  board;  thus  train- 
ing the  pupils  to  think  and  act  for  themselves.  Assure  them 
that  if  they  listen  to  what  their  teacher  says  and  do  the  best  they 
can,  they  will  do  just  right. 

If  these  lessons  do  not  occupy  all  the  time  allowed  for  drawing 
during  the  first  half-year,  give  simple  exercises  on  the  subjects 
already  studied,  and  review  color  carefully. 

Keep  the  children  interested  in  their  work,  make  it  pleasant  for 
them.  Don’t  discourage  first  attempts,  be  they  never  so  poor. 
In  short,  to  teach  children  be  a child  yourself. 


Exercise  L TO  TRMS  PTIPHS  TO  JUDGE  DISTANCES.— 1 inch. 

Directions  to  the  Teacher,  i.  Teach  pupils  to  know  these  positions  on  the  slate  or  desk : center,  top, 
bottom,  left  side,  right  side ; upper  left  corner,  upper  right  corner,  lower  left  corner,  lower  right  comer. 
2.  With  blocks  or  pieces  of  pasteboard  one  inch  square,  teach  inch.  Fit  a square  into  a corner  of  the  slate  and 
place  a point  at  the  corner  of  the  square  out  in  the  slate,— one  inch  from  each  side  of  the  slate,  usually, 
called  one  inch  from  the  corner.  Same  for  other  corners.  Place  point  in  center  of  slate,  one  inch  above  center 
Ijelow,  to  left,  to  right,  etc.  Repeat  often  until  the  points  can  be  placed  without  the  squares  for  measures. 

Make  points  very  small,  and  put  a ring  around  each  to  make  the  position  more  evident. 

Place  points  by  judgment  in  space  below,  as  shown  in  illustration. 


Exercise  V.  VEKTICAL  LINES. 

A vertical  line  is  an  upright  straight 
Teach  from  objects,  and  draw  on  slates. 

h 


Exercise  VI.  Place  points  one  inch  from  the  comers  of  the  space  below.  Bisect  distance  between  upper  points.  Bisect 
each  half  of  the  distance.  Bisect  each  of  the  spaces  thus  formed.  Bisect  the  resulting  spaces.  Same  between  lower  points. 
Practice  movement,  and  draw  vertical  lines  in  unison,  light,  free  lines. 


c 


( 


Exercise  VII.  Study  the  faces  of  a cube.  Notice  the  edge  bounding  each  face.  By  what  would  you  represent  these  edges  in  drawing  ? Divide  the  space  below  into  two  equal 
parts  by  a vertical.  In  each  space  make  a picture  of  one  face  of  a cube.  Make  a large  picture  of  the  face. 

Think  before  placing  a point.  Think  before  drawing  a line. 


Kxerciae  Vni.  APPLICAHOIT  OF  YEBXICAI.  AITD 
HOEIZONTAL  LINES.— A Chair. 

Directions  to  the  -Teacher.  Place  points  one 
inch  from  each  corner  of  space  at  right.  Draw  long 
vertical  line  and  bisect  it.  Bisect  distance  between 
points  at  the  right.  Draw  right  vertical  line  and 
■ bisect  it.  Complete  as  shown  in  illustration. 

Exercise  IX.  DICTATION. 

Place  points  one  inch  from  each  corner  of  space 
below.  Bisect  distance  between  points  at  top,  and 
then  bisect  each  half  at  the  top.  Erase  the  outside 
points  and  the  center  point.  Connect  the  two 

I remaining  points  by  a horizontal  line.  Connect 

the  points  at  the  bottom  by  a horizontal  line.  Bisect  this  line,  then  bisect  each  half  of 
it.  Draw  vertical  lines  from  ends  of  upper  horizontal  to  points  on  lower  horizontal 
line.  Result,  a hat. 


Ixeroise  X.  OBLIQUE  LINES.  Directions  to  the  Teacher,  i.  Teach  from  objects.  Use  edges  in  room,  string,  pointer,  etc.  Contrast  with 

An  oblique  line  slants  or  leans  over.  horizontal  and  vertical.  2.  Place  points  one  inch  from  each  corner  of  space  below.  Bisect  distance  between  them.  Draw 

my  line  not  horizontal  or  vertical  is  oblique.  oblique  lines  connecting  the  points  in  as  many  ways  as  possible.  Insist  upon  free  work. 


Exercise  XI.  APPLICATIONS  OF  OBLIftlJE  LINES, 

Directions  to  the  Teacher.  Cut  an  arrow-head  as  shown  in  illustration,  from  paper,  size  four  inches  wide  by  six  inches  long.  2.  Have  drawing  made  from  it  in  left 
half  of  space  above.  Give  pupils  verbal  directions,  but  no  blackboard  help.  First  point  one  inch  from  middle  of  top  of  space. 


Exercise  XII. 

I.  Cut  a spear-head  as  shown  in  illustration,  from  paper,  size  four  inches  wide  by  six  inches  long.  2.  Have  drawing  made  from  it  in  right  half  of  space  above, 
blackboard  to  illustrate  if  necessary.  First  point  same  as  in  last ; next  points,  one  inch  from  lower  corners  of  space. 


Use 


Exercise  XTTt.  APPUCATION  OF  THE  THREE  BUTOS 

OF  LINES. 

i Directions  to  the  Teacher.  i.  Draw  a dog- 
kennel,  as  shown  in  illustration,  on  the  blackboard,  and 
i^^lain.  2.  Have  it  drawn  in  space  at  right.  Place 
.points  one  inch  from  each  corner.  Bisect  distance 
between  points  at  top,  then  between  points  at  sides. 
Draw  the  outer  vertical  lines  and  the  lower  horizontal 

Bisect  distance  between  upper  ends  of  vertical  j 
'ten  bisect  each  half  of  the  distance,  and  connect  I 
these  last  points  by  a horizontal  line.  Draw  vertical  ) 
lines  downward  from  its  ends.  Draw  tlie  oblique  lines,  j 

Exercise  XIV.  Give  each  pupil  a number  of  two-inch  j 
colored  sticks  or  toothpick-s,  and  ask  him  to  arrange  them 
on  page  lo  so  as  to  represent  some  common  object.  For  ‘ 
example,  the  chair  on  page  6 may  be  made  by  using  fine  j 
two-inch  sticks.  The  hat,  resulting  from  the  dictation  j 
on  the  same  page,  may  be  made  by  using  three  two-inch 
sticks  and  two  one-inch. 

After  the  sticks  are  laid  place  a point  at  each  end  of 
each  stick,  remove  the  stick,  and  draw  a line  in  itsplac-., 
thus  transferrinjr  >he  picture  to  the  page. 


11 


Exercise  XV.  fttJADKISECTING. 

Biaectiner  a line  and  bisecting’  each  half,  or  dividing  into  four  equal  pai-ts,  la  auadriaecting. 

Directions  to  the  Teacher,  i.  Use  blocks  or  pegs  first,  then  lines  on  slates,  and  lastly  in 
books.  2.  First  points  one-half  inch  from  comers  ; others  as  shown  in  illustration.  Quadrisect  each  line. 
Repeat  the  work  in  the  second  space  given  below.  Strive  to  be  more  accurate  than  in  the  first. 
Note  : Point  B is  found  half  way  between  the  points  in  the  lower  comers  of  the  space.  Points 
1,2,3  are  found  by  quadrisecting  the  distance  between  points  A and  B.  Find  other  points  in  same  way. 


9 


Exercise  XVII.  APPLICATIONS  OF  PARALLEL  LINES. 

Directions  to  the  Teacher,  i.  Have  these  appli- 
cations drawn  first  on  slates,  then  select  two  of  them, 
and  have  them  drawn  in  spaces  at  right.  Points  for 
positions  of  drawings,  by  half-inches  and  inches,  as  shown 
in  illustrations. 


IszeFcisa  XVIII.  AFPUCAIIOHS  OF  PABMXEL  UXES. 

Directions  to  the  Teacher.  Either  cut  a frame 
rom  paper  six  inches  square  with  sides  one  inch  wide, 
nd  have  a drawing  made  from  it  in  space  at  right,  or  di- 
ide  the  space,  as  shown  in  lower  illustration,  and  make 
jwo  drawings  from  a large  book.  Draw  the  front  and  back 
dges  as  shown.  Points  for  corners  one  inch  from  sides 
' space,  and  one>half  inch  from  top,  Bottom  same. 


Sxercise  XIX.  PERPENDICULAR  LINES, 

Lines  forming-  a square  corner  are  perpendicular. 
Directions  to  the  Teacher,  i.  Teach  from  objecUs. 
^upils  dra-w  at  board.  Then  have  them  dra-vv  in  the  space  at 


he  right  either  the  face  of  a cube  standing  upon  one  corner, 
,s  in  the  upper  illustration,  or  the  figure  given  above,  the 
■blique  lines  in  a square. 

If  the  cube  is  selected,  have  it  drawn  as  large  as  the 
pace  will  allow. 

If  the  lines  in  the  .square,  place  first  points  one  inch  from 
omer.  Before  drawing  this  figure  the  pupils  should  study 
c carefully,  and  discover  how  to  draw  it  accurately.  (See 


Exercise  XXII.  REPETITION, 


When  a number  of  forms  or 
called  a Repetition.  Repetitions 
or  obliquely. 


objects  alike  are  placed  in 
may  be  made  horizontally, 


First.  A GREEK  BOEDER.  Repetition  of  Parallel  Lines. 
Second.  A GREEK  BORDER  OF  PARALLEL  OBLIQUE  LINES. 
Third.  A GREEK  FRET.  A Border  of  Perpendicular  Lines. 


Exercise  XXIII. 

In  the  upper  space  on  page  19.  Make  a drawing  of  the  second  ^ r 
given  on  this  page.  Place  first  points  one-quarter  of  an  inch  from  corners  of 
space.  By  means  of  a rule  place  points  one-half  an  inch  apart  in  a straigh^ 
row  between  the  upper  left  point  and  the  upper  right.  Same  between  the 
lower  two  points.  Draw  free  hand.  i 

Exercise  XXIV. 

In  the  lower  oblong  make  three  such  rows  of  points,  and  draw  the  Fret 
free  hand. 


DRAWING  OF  A GREEK  BORDER  COMPOSED  OF  OBLIQUE  LINES,  AND  A GREEK  FRET. 


Exercise  I.  EEVIEW.-HALF-INCH. 

Directions.  Place  points  in  space  below,  as 
shown  in  first  illustration.  First  points  one-half 
inch  from  corners ; then  center  point,  etc. 

Exercise  II.  KEVIEW.-BISECTING. 

Exercises  to  be  drawn  bn  slates,  similar  to 
second  illustration.  Put  rings  around  points  to 
make  positions  more  evident. 


Exercise  V.  KEVIEW  OF  HORIZONTAL  LINES. 
Strai^Lt,  Level  Lines  are  Hoi’izontal. 
Draw  on  slates  lines  as  shown  in  first  illus- 
tration. Part  of  the  class  draw  on  boards. 


Exercise  VI.  OBJECT,  WITH  HORIZONTAL 
LINES. 

Draw  a box  from  the  object  in  the  space 
below,  similar  to  second  illustration.  Points, 
one-half  inch  from  corners.  Draw  horizontal 
lines  from  left  to  right.  No  erasing  in  any 
exercise  in  this  book. 


+■ 


ii 


Exercise  XI.  EEVIEW  OF  PARALLEL  LINES,  PERPENDICULAR  LINES,  AND  THE  STUDY  OF  ANGLES. 

In  Book  2 you  studied  about  parallel  edges  and  lines.  Can  you  find  any  parallel  lines  on  this  page  ? Any 
perpendicular  lines  ? Any  lines  near  together,  and  yet  neither  parallel  nor  perpendicular  ? Can  you  find  two 
lines  starting  at  a point  and  going  in  different  directions?  Can  you  find  two  lines  starting  at  a point,  and  going 
in  nearly  the  same  direction  ? Going  in  nearly  opposite  directions? 

The  difference  in  direction  of  two  straight  lines  inclining  to  a point  is  called  an  Angle. 

How  many  angles  can  you  find  on  this  page  ? Lay  angles,  using  sticks.  Draw  angles  on  board  and  slates, 
after  finding  angles  in  the  room. 


Exercise  XII. 

In  the  space  below  draw  a number  of  angles,  arranging  them  so  that  they  will  look  well  on  the  page. 
Remember,  the  size  of  an  angle  is  not  dependent  on  the  length  of  its  sides. 


o 


( 


asRrr 


Directions  to  the  Teacher.  Teach  from  objects, 
the  curved  line.  When  studying  edges  two  kinds  of  edges 
are  found.  What  are  they  ? 

How  is  a straight  edge  represented  ? 

How  shall  we  represent  a curved  edge  ? 

Review  faces.  Square  face  from  a cube,  and  round  face 
from  a cylinder  and  hemisphere.  Here  is  a picture  of  the 
round  face  of  a cylinder.  (Draw  one  on  board.) 

Pupils  select  rings  to  represent  faces  of  different  sizes. 

Lay  rings  on  paper  and  trace  around  them,  then  practice 
movement  on  slate,  tracing  around  and  around,  as  shown 
, i I,  in  the  direction  indicated  by  the  figures. 

Exercise  XIX. 

j Practice  movement  and  drawing  again  on  slate  or  manilla 
paper.  A picture  of  a round  face  in  a circle. 

Exercise  XX. 

Trace  around  the  circle,  as  indicated  in  the  space  at  the 
right,  beginning  at  point  i,  and  passing  round  and  round 
many  times.  Draw  very  lightly,  that  is,  sketch. 


+ 


SIMPLE  CURVES. 

A circular  curve  is  sometimes  called 


APPLICATION  OF  ABCS  COBVING  UPWABD. 

Call  pupil’s  attention  to  the  parallel  arcs  of  the  arches.  Notice  that  all-  the  longer  arcs  are  on  the  same  level ; also  all  the  shorter  arcs. 

-> — I — ' — ^ — ' — 1 1 ! 1 1 T 1 1 1 , 1 


A 


Exercise  XXIV.  BBIDGE. 

Make  a drawing  of  a bridge  with  boys  fishing,  as  shown  in  illustration.  The  guide- 
lines given  above  are  to  be  used  in  determining  the  height  of  the  arches,  their  width,  etc. 
The  longest  horizontal  lines  may  be  sketched  by  use  of  a rule  if  too  difficult  to  sketch 
freehand.  Wlien  all  the  lines  are  sketched,  line  in,  as  shown  in  illustration.  If  the  boys 
are  loo  difficult  for  pupils  to  draw,  they  may  be  omitted. 


STTvrPT.T!  CUKVES. — Arcs  Curving  Downward,  and  Application. 

These  curves  should  be  sketched  from  left  to  right  with  one  movement  of  the  whole  arm. 

I . ^ ^ ^ 1 r-7-— H 1 1 ^ ^ ^ > 1 ^ 


17 


4 


deawing  peom  objects. 


7 

Exercise  XXVII. 

From  a bowl  or  cup,  similar  to  that  shown  in 
the  illustration,  make  a large  drawing  in  the 
space  at  the  right. 

Have  the  pupils  study  the  object  carefully 
first,  to  determine  the  proportion. 

Notice  the  comparative  width  top  and  bottom. 
How  does  the  width  compare  with  the  height  ? 
Notice  the  angle,  the  slope  of  the  sides  as  indi- 
cated in  the  illustration  by  the  dotted  lines. 

Sketch  first,  then  line  in. 

Exercise  XXVIII. 

From  a cup  and  saucer  make  a large  drawing 
(full  sise)  on  page  19.  Study  the  objects  first 
and  determine  the  proportions;  then  sketch 
and  line  in  with  a bold  gray  line. 

Note.  If  this  is  too  difficult,  draw  the  wash- 
basin. This,  like  the  saucer,  may  be  represented 
by  two  straight  lines  and  two  curves. 


Note.  In  drawing  a line,  hold  the  pencil 

-4- 


SKETCHED  LUOIS  AND  OTAWN  LIKE, 5. 
t less  than  one  inch  from  the  point ; in  sketching  a line,  two  c 

H ^ — tH- 


Exerciso  I. 

Place  points  for  ohiique  lines 
ne-half  inch  from  corners  of 
first  space  at  the  right.  Com- 
plete, as  shown  in  illustration. 

kEseiciso  XI. 

Place  points  as  in  Exercise 
I,  and  complete,  sketching  the 
lines  instead  of  drawing  them. 


Exercise  V.  TRIANGLE. 

A piano  fig'iire  having'  three  aides  and  three  angles. 
UiRKCTiONS  TO  THE  TEACHER.  Cut  :i  large  number  of  triangles  of  different 
shapes  and  sizes  from  paper  or  cardboard  ; draw  others  upon  the  board.  From  ' 
these  teach  triangle  to  the  pupils.  Lead  them  to  discover  for  themselves  the 
number  and  kind  of  sides,  the  number  of  angles,  etc.  Have  them  cut  triangles 
of  paper  and  draw  them  on  board. 

Exercise  VI. 

In  the  space  below  ask  pupils  to  draw  three  triangles  of  such  size  as  to  fill  the 
space  well  ; but  no  triangle  to  be  exactly  similar  to  any  given  in  the  illustrations. 


Exercise  VII.  EIGHT-ANGLED  TEIANGLE. 


Triangles  are  divided  into  six  classes,  according  to  their  characteristics.  A right-angled  triangle  is  a triangle 
having  one  right  angle.  Cut  right-angled  triangles  from  paper,  of  different  sizes  and  proportions.  Study  from 
objects.  On  the  left  half  of  the  space  below  draw  from  paper  a right-angled  triangle,  similar  to  that  shown  in 
illustration.  Draw  large.  Points,  one-half  inch  from  corners. 

Measure  the  size  of  your  drawing,  and  cut  a triangle  like  the  drawing  from  colored  paper,  and  paste  it  in 
the  proper  position  upon  the  page.  See  illustration. 


APPLICATIOK  OS’  RIGHT-ANGLED  TRIANGLES. 


t:  “ 

'\il 

IE 

^11 

, S“  ® 

■'¥■  f 
ill- 


Ezercise  VIII. 

In  the  .space  at  the  riglit  enlarge  the  drawing  of  the  corner 
bracket  shown  in  the  illustration  (the  teacher  having  first  made 
a bracket  like  this,  and  from  it  having  explained  the  drawing). 
Exercise  IX. 

Construct  the  bracket  of  paper  (the  heavy  lines  reprc.sent  the 
lines  to  be  cut).  Make  a crease  through  it  on  the  vertical  line. 
Fold  edge  a to  b.  The  pupil  may  cither  paste  the  two  thick- 
nesses together,  and  thus  put  the  bracket  into  j^ermanent  shape, 
or  he  may  paste  the  pattern  in  the  space  below,  leaving  that 
part  above  the  horizontal  and  that  to  Ijic  left  of  the  vertical 
crease  unpasted,  so  that  the  form  may  be  easily  folded  into 
shape  and  laid  out  flat  again. 


.11 


w 

I. 


Oi 


Oi 


TEE  ISOSCELES  TE  TANGLE. 

>r  stand  is  c.alled  its  base.  The  vertical  distance  from  tliis  line  to  the  highest  poi 
IS  equal-legged  ; f.c. , having  two  legs  or  sides  alilce. 


Exorcise  X. 

Study  isosceles  trl.angle  first  from  objects. 
When  thoroughly  understood,  ask  pupils 
to  cut  frotn  colored  paper  an  isos- 
celes triangle  314  inches  by  4^.^ 
inches,  and  bring  it  for  the 
next  lesson. 

Exercise  XI. 

Paste  the  triangle  upon 
the  left  side  of  the 
page,  and  make  a 
drawing  of  it 
upon  the 
right. 


ini  of  the  triangle  is  called 


MEMORY  DRAWING  AND  DICTATION. 


the  left-hand  space  belovv'  make  a memory  drawing  of  Exercise  XI.  In  the  right-hand  space  make  a drawing  from  a simple  dictation  given  by  the  teacher. 


Exercise  XIV. 


Exercise  XV. 


■i 


DRAWING  FROM  THE  OBJECT. 

These  illustrations  represent  suitable  o^jjects  from  which  to  make  drawings.  Drawings  of  similar  objects  arc  recommended  for  this  page. 
_j ^ , . 1 , ^ ^ 1- , ; , 


Exercises  XX  and  XXI. 

In  making  a drawing  from  an 
object,  study  the  object  care- 
fully before  beginning  to  draw. 
Determine  its  whole  height  and 
its  entire  width.  Compare  these, 
thus  obtaining  the  proportion  of 
the  object,  and  the  amount  of 
surface  to  be  covered  by  the 
drawing.  Indicate  by  light  lines 
the  width  and  height.  Analyze 
the  object  and  decide  upon  what 
line  to  draw  first,  what  next,  the 


How  to  Study  ths  Square. 

Directions  to  the  Teacher. 

From  cubes  of  various  sizes, 
blocks,  boxes,  and  pasteboard 
squares,  teach  the  square.  Lead 
he  pupils  to  see  that  it  is 
jounded  by  four  equal  straight 
tides,  and  that  it  has  four  right 
ingifig.  Ask  each  pupil  to  cut 
i ^^Pre  of  paper  four  inches  on 
■Mude.  Fold  the  square  so  that 
)ne  side  will  cover  the  opposite 
ide.  Fold  for  another  crease  at  right  angles  to  this.  Notice 
vhere  the  creases  cross  each  other,  and  how  they  divide  the  square. 
These  creases  form  the  diamehrs  of  the  stjuare.  Fold  one  corner 
)ver  to  the  opposite  corner.  Fold  again  at  right  angles  to  this, 
£if.,  through  the  other  corners.  Notice  how  these  creases  divide 
he  square.  These  foi  ai  the  diagonals  of  the  square.  A square 
las  two  diameters  and  two  diagonals.  Question  pupils  closely  as 
o the  possibility  of  drawing  other  diameters  and  diagonals  in  a 
quare.  Be  sure  that  they  all  understand  that  the  diagonal  is  not 
lecessarily  an  oblique  line,  but  that  it  may  be  otherwise  according 
0 the  position  of  the  square. 


XXII. 

Place  points  one-half  inch  from  corners  of  space  at  right.  Con- 
ect  points  so  as  to  form  a square.  Bisect  each  side  of  square, 
nd  draw  inner  square,  as  shown  in  illustration.  Draw  the 
iameters  of  the  larger  square. 


cover. 


Exercise  XXIV.  SQTIABE  WITS  DIAMETERS  AlfD 
DIAGONALS. 

Diameters  always  connect  the  niidtile  of  opposite  sides'.  Di 
agonals  connect  opposite  corners,  no  matter  in  wliat  [wsition  ihi 
square  may  be.  Enlarge  the  illustration  in  space  116101^ 
Corners  one-h.alf  inch  from  corners  of  space. 


Exercise  XXV.  FOiJJJ-POIKTED  STAR  IN  A SQUARE. 

Ill  spr.ce  bclo-.v  [iLice  points  oi;c-lir,lf  inch  from  l!ic  corners. 
Ske.teh  lir.es,  connecting  tlio  points  so  as  to  form  a squ.ire. 
Sketch  its  cliamcters,  aiul  lii.ect  each  semi-diainotcr.  Line  in 
the  figure,  as  siiown  in  illustration. 


E.xeroise  XSVI.  PIN-Y/HEEL. 

Cut  a pin-'vheel,  as  shown  in  illustration,  from  paper;  size, 
five  inches  siiraro.  Make  a drawing  from  it  in  space  below. 
Corners  one-half  inch  from  corners  of  space.  Pupils  con.struct 
one  from  tlicir  drawings.  Lead  the  dotted  corners  over  to 
the  center,  and  in.'eri  a pin  in. position  indicated  by  points. 


KEVIEW  OF  EIGHT-ANGLED  TKIANGLE,  AND  APPLICATION. 


« 


i ! 


ECTIEW-WmATEEAL  TEIAMLE  AND  APPLICATION.  P.i  O-AnWo.,  ■•.  ..“"4  “ “"L 

. . ^ Of  the  base-line,  set  0.1  its  len-th  upon  the  vertical  Ime.complet 


BUAWIKG  FBOM  OBJECTS. 

Or  to  be  used  as  the  teacher  thinks  best. 


• Exercise  IX. 

, Make  a drawing  from  one  or 
more  objects  on  this  page.  The 
Ijlastrations  are  given  to  suggest 
I suitable  objects,  and  to  show  the 


THE  SaHAEE.  Diameters  and  Diagonals.  For  definitions,  see  second  page  of  cover. 
Diameters  and  diagonals  will  be  best  understood  by  folding  pape^  squares  to  obtain  them. 


square  concentric  with  this.  _ 

Can  you  fold  a four  and  one-half  inch  paper  square  in  such  a 
way  that,  by  making  one  cut.  a central  smaller  square  will  be 
removed,  leaving  a square  frame  of  paper,  like  that  represented 
by  your  dr.awing  ? Try  it, 


THE  SQUARE- APPLICATIONS. 
Dictation  and  square  frame  of  paper. 


% 


Exercise  XL  DICTATION. 

Place  points  one -half  inch  from  comers  of  space  above.  Sketch  a 
square  with  these  points  as  comers.  Sketch  its  diagonals  and  bisect 
each  semi-diagonal.  Line  in  the  outer  quarters  of  each  diagonal.  Line 
in  the  top  and  bottom  of  the  square.  Draw  a small  square,  using  the 
points  on  the  semi-diagonals  as  corners.  Result — a spool. 

Exercise  XII. 

Make  a square  frame  of  paper,  as  suggested  on  page  6,  and  paste 


SQUARE  AND  ITS  DIAMETERS.  AND  APPLICATION. 


down.  Result — a triangular  basket.  Draw  the  pattern  in 
the  space  at  the  right.  Begin  with  the  center  point. 
Pupils  construct  as  shown  in  the  illustration.  Points  shown 
in  p^ern  show  positions  of  holes  for  the  string  to  suspend 
the  ®ket. 

Note  : The  basket  may  be  ornamented  in  various  ways. 
One  effective  way  is  to  modify  the  corners.  Each  comer 
is,  of  course,  a half  square.  These  half  squares  may  be 
cut  like  any  of  those  shown  on  page  1 8. 

If  the  corners  are  thus  modified,  have  the  four  corners 
alike. 


APPLICATIONS  OF  SQTJAEE  ON  ITS  DIAGONALS. 


V For  wall-pocket,  cut  an  oblong  from  paper,  size  five  by  seven 
and  one-half  inches,  and  fold  to  obtain  the  light  oblique 
lines  shown  in  illustration.  Cut  as  shown  by  heavy  lines. 

i Exercise  XVIII. 

In  space  at  the  right  make  a drawing  from  the  pattern  of 
oii'-.  the  wall-pocket.  Begin  in  center.  To  construct  the  pocket, 
cut  the  pattern  from  paper,  as  indicated  by  the  heavy  lines 
(light  lines  indicate  creases).  Bring  point  a to  and  fold 
-^cr  c over  the  short  oblique  edge  near  a,  to  form  the 


9 


ii 


f 


c 


MEMORY-DRAWING  AND  DICTATION. 

Exercise  XX.  In  left-hand  space  below,  make  a memory-drawing  of  some  previous  exercise. 

Exercise  XXI.  In  right-hand  sp.ace  below,  make  a drawing  from  a dictation  given  by  the  teacher. 


APPLICATIOIf  OP  THE  OBLOHG.-  The  Facca 


Brick. 


h— -r--— f-.— -H - 

Exercise  XXIV. 

Have  pupils  study  the  shapes  of  the  faces  of  a brick. 
Measure  them.  Find  their  proportions. 

In  the  lower  left  comer  of  the  page  are  two  points.  Connect 
these  by  a vertical  line.  This  line  represents  one  short  edge 
of  an  end  face  of  a brick. 

Draw  the  other  edges  in  proper  proportion.  Draw  three 
faces,  as  shown  in  illustration.  Have  the  drawings  the  proper 
size  to  correspond  wi'h  the  drawing  of  the  end  face. 


% 


applications  op  the  oblong. 


REEL. 

XHIT^ 


L/IZa 

Exercise  XXV. 

To  be  constructed  by  tl 
Cut  the  reel  from  pasteboard  two  j 
and  one-quarter  inches  by  four  and  | 
one-q>: after  inches,  as  shown  in  illus-  | 
tration.  Make  a drawing  from  it  in  j 
first  space  at  the  right.  Guide-lines  j 
one-Vialf  inch  from  the  sides  of  the  | 
obloug.  j 

I 

Exercise  XXVI. 

In  the  second  space  at  the  right 
make  a drawing  of  a prettier  shaped 
reel  of  your  own  design.  Can  you 
not  improve  upon  tiie  first  reel  drawn 
by  adding  curves  here  and  there  ? Be 
careful  to  add  only  such  curves  as  will 
increase  the  beauty  of  the  object  with- 
out interfering  with  its  use. 


le  pupil. 


APPLICATIONS  OF  TRIANGLES  IN  BORDERS— Repetition. 

The  units  in  both  borders  are  examples  of  modified  geometric  forms.  Both  are  Isoscele  Triangles,  one  with  the  point  removed,  the  other  with  its  base  notched 


BORDER  OF  ISOSCELES  TRIANGLES.-To  be  Completed. 

This  border  may  be  constructed  by  cutting  the  units  of  colored  paj^er  and  pasting  on  a card. 


PEACTICE  PAGE. 


Review  of  Light  and  Dark  Lines,  Sketching  and  Drawing. 


Exercise  I. 

These  illustrations  are  given  as  sug- 
gestions of  blackboard  exercises  for 
practice  in  free  bold  drawing.  Six 
exercises  are  illustrated. 

Have  the  pupils  sketch  and  draw 
upon  the  board  from  dictation,  and  in 
unisonj  one  or  two  of  the.se  exercises. 


Exercise  II. 

In  the  space  at  the  left  draw  the  figure  given  below. 
Place  points  first,  then  sketch  each  line  once.  No  erasing. 


KEVIEW.  -Square  on  its  Diameters,  with  Diagonals. 
Exercise  III. 

Place  point  in  center  of  space.  Sketch  horizontal  diameter, 
extended  to  within  one-half  inch  of  each  side.  Complete  as 
shown  in  illustration. 

In  the  space  at  the  right  enlarge  the  illustration  given  above 
it.  Beginning  with  the  central  point  as  before. 

1 1 1 > 1 1 1 1 


EEVIEW.  Square  on  its  Diagonals,  with  Diameters.  ,1 
Exercise  IV. 

What  will  be  the  size  of  a paper  square  whose  conurs  «) 
touch  the  ends  of  the  diameters  in  your  drawing  at  the  left 
Cut  a square  of  the  proper  size  to  meet  these  conditions,  a 
paste  over  your  drawing.  Cut  square  to  fit  in  the  drawing! 
the  same  way.  Paste  it  in  position.  , 


Sxereige  V. 

To  be  constructed  by  the  pupils  from  the  drawing. 

Place  points  one-half^nch  from  corners  of  space  at  the  right. 
Draw  the  outside  square,  using  these  for  the  corners.  Draw  the 
aside  squa^.  Points  one-half  inch  from  corners  of  larger  square, 
i’risect  its  four  sides,  and  draw  lines  to  form  the  small  squares, 
psmplete  as  shown  in  illustration.  • 


Cut  a six-inch  sc|uare  from  paper 

I ^ ^ ^ . T- 


APPLICATION  OF  THE  SQUAKE.— An  Envelope. 

and  modify  it  as  shown  by  heavv  lines^n  illustration.  Fold  upper  right  and  lower  left  corners  over  to  center  first,  then  fold  others. 
Result,  an  envelope  about  four  inches  square. 


4 


PATTERN  FOR  A SatTARE  ENVELOPE. 


Place  points  one-half  inch  from  corners  of  space  at  the  right. 
Sketch  the  square.  Sketch  its  diameters  and  diagonals.  Place 
points  one-quarter  inch  from  each  end  of  each  diameter.  Complete 
as  shown  in  illustration.  Pupils  to  construct  an  envelope  from  their 
dravn'ngs. 


1 


THE  EHOMBUS. 


A rhombus  has  four  equal  sides  like  a square,  but  not  four  right  angles.  Parts  of  the  rhombus,  similar  to  parts  of  the  square,  have  similar  names. 

r— ' — +“---' — r---  '-!  -I  --I-- r - -I 1 1 1 -I-  \ , 


Exercise  Xm. 
ONALS. 

Place  point 


i 

i 

I 

i 

I 


EHOMBUS  AHD  ITS  DIAG- 

in  center  of  space  above.  j 


Exercise  XIV.  DICTATION. 

Place  points  one-half  inch  from  each  corner  of  space  above.  Quadrisect  at  top  and  bottom.  Line  in 
last  three  quarters  at  top,  and  first  three  quarters  at  bottom.  Connect  ends  of  lines  so  as  to  form  a rhombua. 


APPLICATlOir  OF  KHOMBXTS  IN  DESIGN.— Symmetry. 


When  a figure  may  be  divided  into  two  equal  and  similar  parts  by  a line  through  it 

I — ^ — , — r—i—T—T—r  1 r-  r ^ 


s said  to  be  symmetrical.  The  line  is  called  its  axis  of  symmetry. 
^ , 1,  _ 1 , 


Exercise  XVI. 

Place  points  one-half  inch 
from  middle  of  each  side  of 
space.  Sketch  the  diagonals. 
Sketch  the  rhombus.  Sketch 
its  diameters.  Divide  diago- 

«ls  to  obtain  points  for  cen- 
1 rhombus.  Quadrisect  its 
sides,  and  from  these  points 
, J'  sketch  lines  parallel  to  diamc- 
!;■  ters,  as  indicated.  Complete. 
Would  this  figure  be  any 
; more  pleasing  if  all  the  rhombs 
were  the  same  size  ? 

t'ut  five  equal  rhombs  from 
paper,  and  arrange  them  in 
the  position  indicated.  If  you 
think  the  eti'ect  is  more  pleas-  j 
ing,  paste  them  on  the  page  | 
to  cover  your  drawing. 


THE  OCTAGON. — Oa  its  Diameters. 


For  definition,  see  secoi.d  page  of  cover.  Cut  an  octagon  from  paper,  and  fold  for  diameters  and  diagonals. 

I ■ I ' I ■ r-n 1 1 f ^ H- 1 h- 1 ^ r- 


Place  points  one-half  inch  from  corners  of  space  at  the  right. 
Sketch  the  square.  Sketch  its  diagonals.  From  each  corner  of  the 
squaie  set  off  the  length  of  a semi-diagonal  upon  each  side  of  the 
square.  Connect  the  points  so  as  to  form  the  octagon.  Sketch  the 
diameters  of  the  octagon.  Line  in  as  shown  in  illustration.  Add  a 
concentric  circle  having  a diameter  equal  to  one-half  the  diameter 
of  the  octagon 

Can  you  fold  a sheet  of  paper  in  such  a way  that  by  making  one 
cut  with  the  scissors  an  octagon  will  be  formed?  Try  it. 


i 


IKE  OCTAGOIT.— On  its  Diagonali. 

The  octagon  on  its  diameters  was  drawn  in  a square ; this  octagon  outside  of  two  concentric  squares. 


Ixercise  SIX. 

j Place  points  one-half  inch  from  the  middle  of  each  side  of  space 
i the  right.  Sketch  the  vertical  and  horizontal  lines  for  the  diago- 
als  of  the  first  square.  Sketch  the  square  on  its  diagonals.  Bisect 
ich  side.  Sketch  its  diameters.  Extend  each  semi-diameter  beyond 
^e  sides  of  the  square  to  the  length  of  a semi-diagonal  of  the  square, 
raw  the  octagon  as  shown  iu  illustration.  Add  a concentric  octa- 
on  having  diagonal-s  three-quarters  of  an  inch  shorter  each  end. 

' Can  you  fold  a sheet  of  paper  in  such  a way  that  by  making  two 
iraight  cuts  with  the  scissors  an  octagonal  frame  will  be  made? 


REPETITION  OVER  A SURFACE. 
TTnits. 


Exercise  XXIII. 

In  the  space  at  the  left  are  given  a number  of  modified  geometric  forms  | 
suitable  to  be  used  as  units.  Which  of  these  do  you  consider  to  be  the  bestil 
unit?  Why?  Which  do  you  consider  next  best?  In  the  left-hand  space i 
below  make  a careful  enlarged  copy  of  one  of  the  units. 

Exercise  XXIV. 

In  the  right-hand  space  make  a careful  enlarged  copy  of  another  unit  | 
given  in  the  illustration. 


EEPETITION  OVER  A SURFACE. 
Orig-inal  Units. 


c 


c 


Exercise  XXV.— In  the  space  above  sketch  two  original  units  (modified  squares) — one  a unit  to  be  repeated  in  a field  like  Fig.  i. 
the  other  to  be  repeated  in  a field  like  Fig.  2.  Sketch  them  as  large  as  the  space  will  allow. 

Exercise  XXVI.— Which  kind  of  a field  do  you  prefer  to  use— Fig.  i or  Fig.  2?  Using  a ruler  and  drawing  accurately,  lay  out 
the  selected  lines  in  the  space  given  on  page  19.  If  you  have  selected  Fig.  i,  make  your  squares  inch  on  a side.  If  Fig.  2, 
2%  inches.  At  home,  cut  a unit  like  that  which  you  have  drawn,  of  such  a size  that  it  will  fit  into  the  spaces  of  your  field  on  page  19. 

Exercise  XXVII.— Trace  the  units  in  their  proper  positions. 

Exercise  XXVIII. — Line  in  the  design. 


i^u 


REVIEW.— The  Octagon. 

Insist  upon  free  drawing  and  unison  work. 


Exercise  V.  CONCENTRIC  OCTAGONS. 

In  the  space  above,  draw  the  figures  in  the  order  shown  in 
small  illustrations.  First  points 
one -half  inch  from  comers  of 


Exercise  VI.  DICTATION. 

Find  center  of  space  above.  Through  this  point  sketch  the  four  diagonals  for  an 
octagon — ^units,  diagonals.  Sketch  the  octagon.  Trisect  each  semi-diagonal.  Use 
the  inner  thirds  as  diameters  for  a circle.  Sketch  the  circle.  Trisect  each  side  of  the 
octagon.  Sketch  lines  from  these  points  to  the  center.  Line  in  circle. ' Line  in  outer 


Call  to  mind  the  forms  of  snow  crystals.  If  possible,  show 
two  or  three  illustrations  of  them  to  the  pupils.  Analyze  the 
figure  to  be  drawn  before  beginning  the  drawing.  Study  the 
construction,  as  shown  in  small  illustrations.  Place  points 
one-half  inch  from  the  middle  of  the  left  and  right  sides  of 
the  space  at  the  right.  Sketch  the  hexagon  as  in  Exercise  VIII. 
Complete  as  shown  in  illustration. 


„ 1! 


Note. — Some  excellent  illustrations  of  snow  crystals  may  be 
found  in  “Cloud  Crystals,  a Snowflake  Album  ” f Appleton, 
N.Y.). 


THE  HEXAGON  IN  NATURAL  FORMS. 


Many  of  the  forms  in  nature  are  based  on 
geometric  plans.  Two  illustrations  of  this 
are  given  on  this  page.  One  the  leaf  of  a tulip 
tree,  the  other  the  flower  of  the  anemone. 
(Conventional  drawings  of  them.) 

If  possible,  obtain  a leaf  of  the  oxalis  or 
wood  sorrel,  and  a flower  of  the  sassafras  or 
the  yellow  star  flower  (hypoxis),  and  study 
those  instead  of  the  illustrations.  Decide 
upon  which  you  will  draw.  Sketch  the 
construction  lines. 

Exercise  XV. 

-b,...  rw  rlrawinrr 


APPLICATION  OF  THE  PENTAGON.-SILK-KEEL. 


— r 


■f 


-T 1 


To  be  enlarged  in 
space  below,  as  shown 
in  illustration.  Pupils 
make  a pentagon  from 
paper  one  and  one-half 


Exercise  XIX. 


>v  V- ^ ^ inches  on  a side,  and  | 
Jise  in  obtaining  position  of  ligure  in  space.  Sketch  as  shown  in  illustration. 

Exercise  XX. 

In  the  space  at  the  right  sketch  a design  for  a pentagonal  silk-reel. 
That  given  above  is  bounded  by  straight  lines.  Your  original  design  may 
be  much  better  in  shape.  ■ 


APPLICATION  OF  PENTAGON-DICTATION 


Place  points  for  a pentagon  of  such  a size  as  to  properly  fill  the  space 
the  right.  Sketch  lines  as  follows  : top  point  to  lower  left ; top  to  lower 
jht ; upper  left  point  to  upper  right ; upper  left  point  to  lower  right  ; 
)per  right  point  to  lower  left.  Line  in  a five-pointed  star,  and  erase  the 
)rtions  of  the  light  lines  not  used  in  fonning  the  outline  of  the  star. 

Upon  page  8 were  given 
natural  forms  based  on  the 
hexagon — here  are  given  two  of 
the  almost  unlimited  number  of 
forms  based  on  the  pentagon. 
One  an  ivy  leaf,  the  other  the 
flower  of  the  convolvulus. 


Exercise  XXII. 

Study  leaf  forms  based  on  the 
pentagon,  and  in  the  left  space 
on  page  13  make  a conventional 
drawing  of  one — i.  e.,  draw  the 
general  shape — omitting  all 
serrations  and  all  veins  but  the 
midrib.  (Currant,  maple,  wood- 
bine, etc.,  are  good  examples. ) 

Exercise  XXIII. 

Study  flower  forms  based  on 
the  pentagon.  Make  a con- 
ventional drawing  of  one  in  the 
right  space  on  page  13.  (The 
rose,  apple,  peach,  and  pear 
blossoms,  blackberry,  cherry, 
etc.,  are  good  examples.) 


APPLICATION  OF  PENTAGON. 


^'1 


. 'iiy 


DESIGN.- REPETITION  AROUND  A CENTER. 

Units  of  design  in  these  exercises  consist  of  geometric  forms,  modified.  In  modifying  a unit,  retain  the  general  shape  of  the  original  form. 

1 1 , 1 , ^ , 1 1 1 C 1 I I I ' I 


Exercise  XXVI. 

Complete  the  design  above.  Study  carefully  the  construction  of  the  design. 
Continue  lines  of  the  units,  and  notice  what  figures  they  form.  Sketch  design  first, 
then  line  in  units  and  the  inclosing  form.  Use  the  rule  (and  eraser,  if  necessary)  and 
make  such  an  accurate  drawing  that  it  will  be  almost  impossible  to  detect  which  is  the 
m and  which  the  printed  line. 


Exercise  XXYIII. 


A SYMMETRICAL  UNIT. 


Exercise  XXIX.  COMPLETE  THE  UNIT. 


-V  f 


APPLICATIOirS  OF  CIE'DISS.—From  Objects. 

Obtain  objects  to  illustrate  this  lesson,  if  possible.  Have  drawings  made  from  them. 


T 


Phe  upper  fi.giire  Is  the  draw- 
? of  a wlilrligie  cut  from  thin 
ood  or  metal;  the  lower,  of  a 
dket  pm-ca.se,  made  of  paste- 
ard  and  covered  with  cloth, 
th  the  initial  of  the  pupU 
»ked  upon  one  side,  as  shovm. 


ExeMJce  V. 

In  the  first  space  above,  make  a drawing  from  a whirligig.  Sketch  the  horizontal  diameter  of  the  circle  first;  bisect  it;  sketch  the  vertical 
diameter;  sketch  the  circle;  line  in,  and  add  the  little  circles  for  the  holes  for  the  string.  Boys  to  construct  one  from  their  drawings. 
Use  thin  hard  wood  if  possible ; pine  will  do,  but  hard  wood  better. 

Fsercise  VI. 

In  the  second  space  above,  make  a drawing  from  a pocket  pin-case  (see  illustration).  Sketch  as  in  last  lessen ; line  in  the  circle.  Each 
pupil  put  his  own  initial  on  this  drawing.  To  construct:  cut  two  circles  like  the  drawing  from  pasteboard,  and  cover  each  with  cloth;  place 
them  back  to  back,  and  sew  them  together  around  the  edge.  If  the  initial  is  to  be  worked,  it  should  be  made  on  one  piece  of  the  covering 
before  it  is  sewed  upon  its  circle  of  pasteboardo  ' ^ „ 


ELLH’SES  AKD  APPLICATIOITS. 

The  four  quarters  of  an  ellipse  must  be  alike.  Remember  this  in  drawing  Exercise  XIX. 

' — I — 1 — I—. — I 1 1 r— I 1 1 r 1 1 1 . ---I 


ELLIPSES  PLACED  OBLiaUELY. 

Exercise  XTg. 

i V.  In  the  space  above,  draw  three  ellipses  upon  the  diameters  given  as 
• guide-lines.  Notice  that  the  two  diameters  of  an  ellipse  are  always  at 
right  angles  to  each  other,  and  always  bisect  each  pther,  no  matter  what 
the  position  of  the  ellipse  may  be.  Practice  drawing  oblique  ellipses 
without  sketching  their  diameters. 


SngMOR-y.DEA’WnSTG  AOT>  DESIGW.  ^ _ . 

Zeroise  Tm.  In  left-hand  soace  below,  make  a memory-drawing  of  some  figure  previously  dra^-in  this  book.  Exemse  Z^T. 

deriving  its  curves  from  those  found  in  the  historic  ornament  on  page  l6.  Make  the  vasd  siimlai  to  that  in  rxercisc  XXV  .1, 

_| — ^ p__T 1- ^ j — , 1 — — — i 1 I ; I -i 


In  right-hand  "Spac^b^lpw,  draw  a vase  form, 


t r 


WHITE’S 


NUMBERS 


Book  Number  One  embraces  the  work  .of  the  first  half 
of  the  first  school  year,  and  is  intended  for  the  use  of  teachers. 
In  it  the  general  analysis  of  the  lessons  is  laid  down,  the  materials 
to  be  employed  are  enmnerated  and  dpscrbed,  and  methods  are 
given  with  some  detail.  A prominent  feature  of  this  book  is  the 
complete  exposition  of  the  proper  use  of  clay  and  clay  modeling  in 
the  teaching  of  form  to  young  children.  The  work  of  each  week 
is  designated,  and  a sufficient  number  of  illustrations  given  through- 
out the  book  to  make  clear  the  author’s  meaning  at  every  point. 


Book  Number  Two  (second  half  of  first  school  year). 
According  to  the  |Jan  of  the  series,  this  is  the  first  book  which  is 
to  be  placed  in  the  hands  of  the  pupils.  Beginning  with  training 
pupils  to  judge  distances,  it  proceeds  with  straight  lines  and 
applications ; the  division  of  lines  and  their  relations ; and  in- 
cludes the  construction  of  a'^iumber  of  simple  objects  which  the 
pupils'are  supposed  to  make. 


Book  Number  Three  first  reviews  the  principles  taught 
in  the  previous  book,  and  teaches  the  angles  and  their  applica- 
tions, both  in  objects  and  in  symmetrical  figures ; of  triangles, 
with  their  applications,  and  the  construction  qf  objects  based 
. thereon,  and  concludes  with  the ^ymrnetrical  repetition  of  trian- 
■ gular  forms,  as  seen  in  borders,  etc. 


Book  Number  Four, 'after  reviewing  the  principal  ele- 
ments embraced  in  the  previous  book,  continues  with  triangles 
_and  their  applications,  and  takes  up  the  square,  its  parts,  divis- 
ions, and  applications,  and  introduces  memory  drawing,  dictation, 
and  drawing  from  the  object.  In  this,  as  in  the  previous  books, 
a number  of  examples  are  ^iven,  which  the  pupils  are  required 
to  construct  from  their  own  ara wings. 


DRAWING— REVISED. 

TO  EIGHT. 

Book  Number  Five  extends  the  work  of  Book  Four,  and 
takes  up’  the  drawing  and  construction  of  somewhat  more  diffi- 
cult objects;  the  oblong,  and  rix-pointed  and  eight-pointed  sta'rs; 
while  the  application  of  each  of  these  figures  in  objects  and 
decoration  is  introduced. 

Book  Number  Six  reviews  the  principles  of  Number  Five 
by  having  the  pupils  draw  and  Cut  out  familiar  objects  based 
upon  the  square  and  the  oblong.  The  rhombus,  its  application 
in  object  drawing  and  decoration,  are  given, -and  the  construction 
of  the  octagon  and  hexagon  is  shown,  with  practical  applications; 
and  as  a special  feature  of  this  book,  the  principles  of  radial 
design  are  illustrated.  Opportunity  is  given  in  this,  as  in  other 
books,  for  memory  drawing,  dictation  drawing  from  the,  objects, 
and  for  examination. 

Book  Number  Seven  , introduces  a method  of  drawing 
the  pentagon,  its  applications  in  familiar  objects  and  in  decorative 
design;  and  also  here,  for  the  first  time,  begins  the  systematic 
study  of  simple  curves.  The  treatment  of  curves  is  original  and 
practical,  and  the  applications  given^afe  of  the  most  valuable 
and  instructive  kind.  Radial  ornament  is  further  illustrated, 
and  elements  are  given  from  which  the  pupils*  may  select  for 
original  arrangements. 

Book  Number  Eight  introduces  the  circle  and  its  parts, 
with  practi|Ce  in  drawing  free-hand  circles  as  employed  in 
ornament  and  in  the  drawing  of  objects.  The  ellipse  and  the 
oval  are  taught;  and  in  this  book,  for  the  first  time,  an  instruc- 
tive study  of  some  of  the  simpler  principles  of  historic  ornament 
is  taken  up. 


THE  ALPHABET  OF  MANUAL  TRAINING. 


WHITE’S  INDUSTRIAL  DRAWING 

REVISED 

THE  SIMPLEST  . THE  MOST  PRACTICAL  ♦ THE  MOST  COMPLETE  » THE  MOST  EASILY  TAUGHT.  ' 


Numhers  1 to  8,  t 


COMPLETE  IN  EIGHTEEN  BOOKS.  i 

3 6x9  inches^  20  pages.  Numbers  9 to  18,  size  8x11  inches,  20  2 


every 

for  the  first  year  of  school  life, 
The  new  edition  of  Whi  ' 


numbered  consecutively  from  No.  1 upward,  to  be  followed  in  order  in  the  series.  , , „ „ 

industrial  Drawing  is  believed  to  give  more  practical  instruction  with  less  waste  of  time  than  any  system  heretofore  publ«hed. 


Form,  the  language  of  form,  and  the  different  modes  of  form-representation. 


logically  taughl,  while  the  aesthetic  side  of  the  subject  of  drawing  receives  proper  a 


etiZ;rTrcon^^^  tLt’ the  instruction  given  in  Historic  Ornament,  and  the  work  based  thereon 


introduced  in  their  appropriate  places.  While  drawing  from 
■ - - • “ ■ j scale  for  the  pur- 

classic  design,  and 


p».ko  p.«,».r »»p.  .n.„-p ...... 

The  use  of  objects  in  teaching  and  the  making  of  objects  drawn  are  distinguishing  features  of  the  system. 

numbers  nine  to  eighteen. 

The  work  introduced  in  the  lower  numbers  is  continued  and  extended,  and  the  more  technical  subjects  are 

.PJ..B  P..n  rrop,  ...  nr.,,  .h.  .hr..,P  ». 

.p.*«.rKj. .. .. ... 

rir;  .s  rrr:,r.'r,„".r:“  J ... ........ .. 

* Special  terms  for  introduction. 

'IVISON,  BLAKEMAN  & COMPANY.  PUBUSHERS,  . 

NEW-YORK  AND  CHICAGO. 


3 0112  077867361 


